!SE TRAINING 

for 

►REN'S DEVELOPMENT 
[da A, WrighUon 




Class _LBli37 

Book_^7iJ_ 
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COHEIGHT DEPOSIE 



SENSE TRAINING 

for 

CHILDREN'S DEVELOPMENT 



^^^^y 




Simplest Methods Are Used to Develop Sense of Hearing 



SENSE TRAINING 

for 

CHILDREN'S DEVELOPMENT 

IN THE FORM OF SIMPLIFIED 
GAMES AND EXERCISES 



BY 

HILDA A. WRIGHTSON 

Author of 
"Games for Children's Development'* 



ILLUSTRATED 



NEW YORK 

THE McCANN COMPANY 

186-192 West 4th Street 






Copyright, 1919, by 

THE JAMES A. McCANN COMPANY INC, 

All Rights Reserved 



Printed in the U. S. A, 



©CI.A5308.38 

AUG !5ijiy 



PREFACE 

As these lessons are a continuation of my 
book, "Games for Children's Development" 
I cannot do better than explain its'aims by 
quoting- from Dr. Henry H. Goddard's words 
in the introduction to that book : "It should 
not be forgotten that these games not only 
develop co-ordination and attention, man- 
ners, morals, self-control, altruism, patience 
and many more desirable qualities are in- 
volved. What more can education do than 
develop to the limit of the individual's capa- 
city these qualities which, possessed even in 
a small degree, will help to make him a social 
rather than an anti-social being!" 

While many mothers find it quite impos- 
sible to give their children such a training 
as the dictates of science and experience call 
for, it is unreasonable to think that with the 
helps at hand nowadays there is an excuse 
for allowing our children to grow up in the 
neglected state of development that is so ap- 
parent all around, especially in the big cities. 

Life comes easy only to those who have 
received proper mental and physical training 



PREFACE 

as a "starter" in life. Where is a more piti- 
ful sight than a man twenty years of age 
possessing a brain of a normal child of ten? 
Such are the modern devices for camouflag- 
ing our deficiencies that we do not realize 
the great number of this class, but were it 
possible to weigh the brains of all our young 
men and women what a number we should 
find wanting ! 

While most of the games and exqrcises 
in the following pages would seem from the 
wording to be written primarily for teachers 
of classes, this was not the author's sole 
intention. The book is published in the in- 
terest of mothers and governesses as well as 
teachers, and equally applies to the "one 
and only" as to the institution. Where one 
or two children are concerned the majority 
of the lessons can be easily changed to suit 
the circumstances. 

Parents who are inexperienced in scienti- 
fic training of children should adapt them- 
selves to thinking with the child's mind. 
Because a lesson appears absurdly simple, do 
not cast it away as being not worth wasting 
time on. A baby creeps before it walks, so 
we should take our child up the steps grad- 

vi 



PREFACE 

ually, never overtaxing or confusing his lit- 
tle mind until the time when he is "beyond 
the pale" of the present volume. 

Mothers performing this work themselves 
must not allow their wishes to bias their true 
judgment of the child's mental age. He 
must start training at whatever age his 
mind is developed to, irrespective of his age 
in years. 

One of the most important points in the 
successful performance of these games and 
exercises is the environment in which they 
take place. For most of the lessons an air 
of peace and tranquillity must be maintained, 
tension in the slightest degree being disast- 
rous to the training. Great care must be 
taken to hold the child's undivided attention 
on the subject in hand. The principal weak- 
ness in most children is their inability to con- 
centrate, and it is only by fixed methods of 
simple work, elimination of all confusion, 
and the conviction of the teacher that good 
results must emanate from her training, that 
she can develop and strengthen concentra- 
tion in the child. 

When exercises are given from day to day 
no variation should be made in any detail. 

vii 



PREFACE 

Diagrams must be drawn to the same dimen- 
sions, material of the same color used and 
all articles placed in the same way as in pre- 
vious lessons, excepting, of course, where ad- 
vanced stages of the exercise are contem- 
plated. The smallest alteration in the de- 
tails will produce a confusion of ideas in the 
child's mind and successful training will not 
result. For the same reason all questions 
and answers should be made brief and to the 
point, avoiding superfluous detail and ab- 
stract ideas. 

Observe the child for signs of reaction and 
should he show fatigue or loss of interest 
the lesson must be immediately changed. It 
is not advisable to keep a child for longer 
than one hour at a session. In a longer ses- 
sion it will be noticed the child becomes de- 
pressed or restless and power of concentra- 
tion weakens. During the session a child 
should not be kept too long at one exercise, 
from four to fifteen minutes is sufficient. A 
game played too many consecutive times in 
an effort to perfect it, loses its object. Two 
inactive exercises should not follow each 
other* 



viii 



PREFACfi 

The material called for in these lessons is 
of a very simple nature, articles of every day 
use being used in most cases. Bean bags 
should be made five inches square, of bright- 
colored cloth of heavy texture, and filled 
with small, hard beans. The wooden blocks 
should be eight inches in length, and one and 
a half inches on each side ; the corners being 
sharp so that they may be stood on end with- 
out difficulty. Rubber balls, medicine balls, 
and baseballs are regulation size. Some of 
the material, such as the different kinds of 
paper and cloth used in the Touch Series, 
may appear hard to obtain, but it should be 
remembered that this same material is used 
in a number of lessons. For this reason care 
should be taken to place all articles in a 
safe place when they are secured. 

HILDA A. WRIGHTSON 



SENSE TRAINING 



CONTENTS 

SERIES PAGE 

I. Sense of Touch 15 

II. Sense of Hearing . . . . 51 

III. Sense of Taste - 79 

IV. Sense of Smell 97 

V. Sense of Sight * 115 

VI. Weight 171 

VII. Handwork — Occupation . . . 181 



SENSE TRAINING 

for 

CHILDREN'S DEVELOPMENT 



SENSE OF TOUCH 
SERIES I 



The object of the lessons in Series I is to 
develop and strengthen: 



Sense of touch. 

Sense of direction. 

Concentration. 

Discrimination in temperature of liquids 
by means of touch. 

Discrimination between rough and smooth 
surfaces. 

Association of ideas. 

Memory. 

Observation. 

Co-ordination. 

Handwork. 



Useful activity. 



17 



SENSE TRAINING 





LESSON I 






MATERIAL 




Comb 


Ball 


Toothbrush 


Cup 


Doll 


Hair Brush 


Spoon 


Book 


Pebble 



Have the children seated quietly. Pass 
the comb around the class, allowing each 
child in turn to handle it. Then tell the 
children it is a comb. Have them repeat the 
word "comb" several times in unison. Con- 
tinue the exercise in this way, taking each 
article in turn. 

Six articles at one period will be sufficient. 



19 



SENSE TRAINING 





LESSON II 






MATERIAL 




Comb 


Ball 


Toothbrush 


Cup 


Doll 


Hair Brush 


Spoon 


Book 


Pebble 



The teacher should place the articles on 
a table in a straight row, and then call upon 
a child to pick up the toothbrush and hand 
it to her. Give the command slowly and 
distinctly, that the child may readily under- 
stand. 

When the child has handed her the tooth- 
brush, teacher should ask for each other 
article in turn. 

If the child is unable to concentrate for a 
sufficient length of time to pick up the de- 
sired article, do not by any means try to 
force his attention. Send him to his seat 
with a word of encouragement, and try the 
exercise on succeeding days until, slowly but 
surely, the child's attention will concentrate 
sufficiently to master the exercise. 



SENSE TRAINING 





LESSON III 






MATERIAL 




Comb 


Ball 


Toothbrush 


Cup 


Doll 


Hair Brush 


Spoon 


Book 


Pebble 



Have the children seated quietly. Place 
the above articles on a table in front of class. 

Call a child from class, blindfold him, 
and have him pick up the articles one by one, 
telling the name of each as he does so. 

If the child is unable to talk, teacher 
should blindfold him and then say: "Give 
me the cup." The child will feel for the cup 
and hand it to teacher. She should then 
say: "Give me the spoon," and so continue 
until the child has handed each article to 
teacher in the order in which it was asked. 



21 



SENSE TRAINING 



LESSON IV 

MATERIAL 

Brush Pencil Thimble Spool 

Bottle Soap Cork Key 

Book Cup Nail Pebble 

Comb Button Tumbler Mirror 

Place the above articles on a table; have 
the children stand around the table. 

Teacher will pick up the articles, one at 
a time, and hand them around the class, at 
the same time telling the children the name 
and simple use of each article. 

For example: "This is a pencil, we use it 
for writing.'* 

"This is a thimble, we use it for sewing." 

Have the children repeat the name of each 
article several times in unison, such as 
"pencil," "thimble," etc. 

Continue the exercise in this way. Do not 
give the children the name and use of more 
than six articles at one lesson, unless it be to 
review previous lessons. 



22 



SENSE TRAINING 





' LESSON V 






MATERIAL 




Brush 


Pencil 


Thimble 


Spool 


Bottle 


Soap 


Cork 


Key 


Book 


Cup 


Nail 


Pebble 


Comb 


Button 


Tumbler 


Mirror 



Have the children seated. Place the ma- 
terial on a table in front of the class. 

Call upon a child to perform, blindfold 
him, and have him pick up the articles one 
at a time, telling the name and simple use of 
each as he does so. 

Do not have one child tell the name and 
use of more than eight articles. 

Encourage the children to think for them- 
selves in finding uses for the different 
articles. 

Call upon children in turn to perform. 



23 



SENSE TRAINING 





LESSON VI 






MATERIAL 




Cup 


Fork 


Tumbler 


Spoon 


Saucer 


Dinner Plate 


Knife 


Tea Plate 


Water -Pitcher 



Have the class seated quietly. Place the 
articles in a row on a table in front of the 
class. 

Teacher should pick up the articles one 
at a time, hand them around the class, at 
the same time telling the children the name 
of each one. 

After an article has been handed to each 
child, have the children repeat together the 
name of that article several times. 



24 



SENSE TRAINING 





LESSON VII 






MATERIAL 




Cup 


Fork 


Tumbler 


Spoon 


Saucer 


Dinner Plate 


Knife 


Tea Plate 


Water Pitcher 



Have children seated quietly. Place the 
articles in a row on a table in front of the 
class. 

Call upon a child to perform. Have him 
pick up the articles one at a time, telling 
class the name of each article as he does so. 

If a child is unable to talk, ask him for 
the different articles one at a time; for ex- 
ample : Teacher will say, "Give me the cup." 
The child, in response, will hand the cup to 
teacher. Continue in this way. 



SENSE TRAINING 





LESSON VIII 






MATERIAL 




Cup 


Fork 


Tumbler 


Spoon 


Saucer 


Dinner Plate 


Knife 


Tea Plate 


Water Pitcher 



Place the articles in a row on the table in 
front of the class. 

Pass the spoon to each child in class, after- 
wards asking the children to name it. 

Children should answer in unison "spoon. " 
Then tell the children a common use to 
which the spoon is put. 

The above articles should then be taken 
in turn, and the children taught to know the 
common use of each. 

The children should be encouraged to 
think for themselves and asked to find three 
or more uses for these articles after teacher 
has supplied one. 



26 



SENSE TRAINING 



Cup 

Spoon 
■Knife 



LESSON IX 




MATERIAL 




Fork 


Tumbler 


Saucer 


Dinner Plate 


Tea Plate 


Water Pitcher 



Have children seated. Place the articles 
on a table in front of class. 

Call upon a child, blindfold him, and have 
him pick up the articles, one at a time, and 
tell the name and simple use of the article 
as he does so. For example: "This is a 
spoon ; we use it at breakfast to eat our cer- 
eal; we also use it to stir our coffee and tea." 
"This is a knife ; we use it at dinner-time for 
cutting our meat." Continue in this way 
with each different article, calling upon 
children in turn to perform. 



27 



SENSE TRAINING 



LESSON X 



MATERIAL 



Cup Fork Tumbler 

Spoon Saucer Dinner Plate 

Knife Tea Plate Water Pitcher 

Small Table Cloth Table Napkin 

Children stand in a half circle. Place a 
small table in front of the class. Call upon 
a child to set the table as though for dinner. 
He should first spread the cloth and then 
place each article in correct position for a 
meal. 

Call upon another child to remove the 
things from the table and fold the cloth 
neatly. 

Now have a third child re-set the table. 

The children standing in the half-circle 
should be cautioned to watch for mistakes on 
the part of the child who is performing. 



SENSE TRAINING 



LESSON XI 



MATERIAL 



Cup Saucer Tumbler 

Knife Fork Dinner Plate 

Spoon . Tea Plate Water Pitcher 

Small Table Cloth Table Napkin 

When children are seated place a small 
table in front of the class. Now call upon a 
child and having bound a cloth over his eyes, 
command him to spread the cloth on the 
table. This done, he is told to place the 
different articles on the cloth in correct posi- 
tion for a meal. 

Should the child make errors do not cor- 
rect him; when he has finished the task, take 
the binder from his eyes and let him correct 
his own errors, aided by sense of sight. 

Blindfold a second child and have him take 
the articles from the table, afterwards fold- 
ing the cloth. 

A third child is then called upon to re-set 
the table. 

Continue exercise in this way, 



29 



SENSE TRAINING 



LESSON XII 

MATERIAL 
Tennis Ball Woolen Ball Wooden Ball 

Golf Ball Glass Ball Stone Ball 

Baseball Small Rubber Ball 

Place the balls on a table, and have the 
children stand in a half-circle in front of the 
table. 

Hand the balls, one at a time, around the 
class. When the tennis ball has been handled 
by every child in the class, teacher should 
hold it up and say, "This is a tennis ball. ,: ' 

The children should repeat the words 
"tennis ball" several times in unison. 

Continue the exercise in this way teacher 
telling the name of each ball in turn. 



30 



SENSE TRAINING 



LESSON XIII 

MATERIAL 

Tennis Ball Woolen Ball Wooden Ball 

Golf Ball Glass Ball Stone Ball 

Baseball SmaU'Rubber Ball 

Place the balls upon a table, while children 
stand in a half-circle. 

Call upon one child to pick up each ball, 
holding it up so that all may readily see it. 
While holding the ball in the air he. should 
call its name. 

Children will take turns to handle the balls 
in this way. 

Should a child make an error, for exam- 
ple, pick up the tennis ball and say, "This 
is a baseball," call upon the children in the 
circle to tell him the correct name. 



31 



SENSE TRAINING 



LESSON XIV 

MATERIAL 
Tennis Ball Woolen Ball Wooden Ball 

Golf Ball Glass Ball Stone Ball 

Baseball Small Rubber Ball 

Children should be seated. Place the 
balls on a table in front of the class. Call 
upon a child to perform. Blindfold him, 
hand him one ball at a time, and ask him to 
tell the class the name of each ball as it is 
given to him. 

Should the child be unable to talk, teacher 
should say, "Give me the tennis ball"; the 
child should then feel among the balls until 
he can locate the tennis ball, which he should 
hand to teacher. Continue asking for the 
balls by name until the child has handed all 
of the balls to teacher. 

Have the children perform in turn. 



32 



SENSE TRAINING 



LESSON XV 

Blindfold a child and lead him around the 
room. Have the child feel each piece of 
furniture with which he comes in contact, 
and tell the teacher the name and use of that 
article as he does so. 

For example : Should he come to the table 
he will say, "This is a table; we use it for 
meals." Should there be a book on the 
table, he will say, "This is a book; it has 
bright colored pictures ; it lays on the table." 

Exercise should be continued in this way. 
Six articles will be sufficient for each child 
to touch. Call upon children in turn to per- 
form. 



33 



SENSE TRAINING 



LESSON XVI 



MATERIAL 



Sandpaper Glass Cardboard Tin Velvet 
Tissue Paper Carpet Oilcloth Wool Rubber 
Writing Paper Cotton Leather Silk Wood 

Have the children seated quietly in class. 
Place the above material on a table in front 
of the class. 

Teacher will take the square of sandpaper 
and pass it to each child in turn. Have the 
children use the finger tips and touch lightly 
when feeling the material. Each square of 
material is passed around the class in turn. 

Do not use more than six different squares 
at one session. 

Ask no questions concerning the names 
of the materials. 



34 



SENSE TRAINING 



LESSON XVII 



MATERIAL 



Sandpaper Glass Cardboard Tin Velvet 

Tissue paper Carpet Oilcloth Wool Rubber 

Writing Paper Wood Leather Silk Cotton 

5 inch squares of each. 

Have the children stand in a half-circle. 
Place the material on a table in front of the 
class. 

Teacher will hand the piece of sandpaper 
to the first child and have him repeat while 
feeling the substance, "This is sandpaper." 
Hand the sandpaper to each child in class 
and have him repeat the words in the same 
way. Teacher then holds up the sandpaper 
that all may readily see and have children 
repeat the word "sandpaper" in unison. 

Continue exercise in this way, taking each 
piece of material in turn. 

Do not use more than six squares at one 
session, unless it be to review those already 
studied. 



35 



SENSE TRAINING 



LESSON XVIII 

MATERIAL 

Sandpaper Glass Cardboard Tin Velvet 

Tissue Paper Carpet Oilcloth Wool Rubber 

Writing Paper Cotton Leather Silk Wood 
5 inch squares of each. 

Have the children stand in a semi-circle. 
Place the material on a table in front of class. 

Pass the squares to each child in class, one 
piece at a time, telling the children the name 
and simple use to which the material is put. 
For example: Pass the leather square around 
the class and say, "This is a piece of leather, 
we use it for making shoes." Next pass the 
piece of glass around the class, and say, 
"This is a piece of glass; we use it for 
windows." 

Continue in this way, taking each square 
in turn. 

Eight pieces of material will be sufficient 
for one session, unless it be to review those 
already studied. 



36 



SENSE TRAINING 



LESSON XIX 

MATERIAL 

Sandpaper Glass Cardboard Tin Velvet 

Tissue Paper Carpet Oilcloth Wool Rubber 

Writing Paper Wood Leather Silk Cotton 

5 inch squares of each. 

Have the children quietly seated. Place 
the material on a table in front of the class. 

Call upon a child and blindfold him; have 
him pick up the different squares one at a 
time, and tell the class the name and simple 
use of that material as he does so. 

Eight squares of material will be sufficient 
for each child to tell the names and uses of. 



37 



SENSE TRAINING 



LESSON XX 

Children form a circle with hands clasped. 
Blindfold one child and have him stand in 
centre. The circle players then skip around 
to quick time, the centre player catching one 
of the circle players as they dance around. 
The moment he has done so the circle players 
come to a standstill. The centre player then 
tries to give the name of the captured player 
by means of feeling arms, head and clothing. 
Circle players call out in chorus "Yes, yes" 
if the correct name is given, and "No, no" 
if the name is not correct. Three guesses 
are allowed, and if the centre player is still 
unable to give right name, the circle again 
skips around. 

Centre player changes places with cap- 
tured player when correct name is given. 

This makes an attractive game when ac- 
companied by piano. Loud, quick music 
should be played during the skipping around, 
coming to a dead stop when the player is 
captured. Play very soft, slow music while 
the centre player is deciding the name of the 
captured player by means of touch. 



38 



SENSE TRAINING 



LESSON XXI 

MATERIAL 

6 Peg Boards 

6 Busy Work Boxes 

Assorted Colored Pegs 

Call upon six children. Have them seated 
at a table. Give each child one board, two 
dozen pegs, and a "busy" work-box. The 
pegs should be put into the box to avoid the 
confusion resulting from pegs scattering 
around the table. 

Blindfold each child, and have them take 
the pegs from the boxes and place them* up- 
right in the holes in the boards. 

When one of these children complete the 
task, the blinders should be removed from 
their eyes, and six others should be chosen 
to perform. 



39 



SENSE TRAINING 



LESSON XXII 

MATERIAL 

Six Button Strips 

Button Strips, should be made of bright blue and 
bright red material, eighteen inches in length and 
two inches wide. Have six buttons on one strip and 
six buttonholes on another strip of corresponding 
size. 

Have six children stand in a row. Give 
to each child an unfastened button strip. 

Blindfold each child, and have them re- 
fasten button strips, guided only by their 
sense of touch. 

The rest of class should watch to see which 
child is successful in fastening his button 
strip first. 

Repeat exercise, calling upon six others 
to perform. 



40 



SENSE TRAINING 



LESSON XXIII 



MATERIAL 

Bowl Hot Water Bowl Cold Water 

Towels 



Have children seated on small chairs in a 
semi-circle. Place a table in front of the 
class. On the table put the two bowls of 
water. 

Teacher should take the bowl of cold 
water around the class and let each child 
place his fingers in the bowl. Then take the 
bowl of hot water and le^ the children dip 
their fingers in that also. 

Do not ask any questions regarding the 
temperature of the water at this stage of the 
training. 

This exercise applies to sub-normal chil- 
dren only. 



41 



SENSE TRAINING 



LESSON XXIV 

MATERIAL 

Bowl Hot Water Bowl Cold Water 

Towels 

Have the children stand in a semi-circle. 
Take the bowl containing cold water and 
let every child in turn put his fingers in the 
water. Then tell the children the water is 
cold. Have the children repeat the word 
"cold" several times together. 

Take the bowl containing the hot water, 
and have each child in turn place his fingers 
in the water, then tell the children that the 
water is hot, and have them repeat the word 
"hot" several times in unison. 



42 



SENSE TRAINING 



LESSON XXV 

MATERIAL 

Bowl Hot Water Bow! Cold Water 

Towels 

Have the children seated in a semi-circle 
on small chairs. Place on the table in front 
of the class the two bowls of water. 

Call upon a child, have him place his 
fingers first in the hot water and then in the 
cold. He should tell at the same time which 
is the hot water and which is the cold. 

Exercise should be continued in this way, 
calling upon each child in turn. 



43 



SENSE TRAINING 



LESSON XXVI 

Children stand in a circle with hands 
joined; a centre player is blindfolded. 

The circle players skip around three times, 
then come to a standstill. All players extend 
their arms at full length with palms of "hands 
upwards. 

. The centre player then feels players' 
hands, thereby guessing the name of the 
owner. The blindfolded player may feel 
from the hand to the elbow but must not 
touch any other part of the player's body. 

Loud, quick music should be played dur- 
ing' the skipping; soft, slow music while the 
blindfold player is feeling the hands. Should 
the player guess wrong, the piano plays 
loudly for a couple of bars, then resumes its 
soft tone. Should the player guess right, the 
children clap their hands. 

After guessing the right name the centre 
player joins the circle, while the one whose 
name was guessed becomes centre player, 
and game is repeated. 



U 



SENSE TRAINING 



LESSON XXVII 





MATERIAL 




Book 


Toothbrush 


Tin Cup 


Doll 


Hair Brush 


Bean Bag 



Have the children quietly seated. Place 
two small tables before the class, ten feet 
distance between the tables. Put the above 
articles in a row on one table. 

Call upon a child and blindfold him; lead 
him to the table on which the articles are 
laid. He should pick up one article, telling 
the name of it as he does so. He should then 
carry it over and place it upon the second 
table after which he should return to the first 
table, pick up a second article, and repeat 
exercise. 

When one child has carried the above 
articles from one table to the other, call upon 
another child to perform. 



45 



SENSE TRAINING 






LESSON XXVIII 

MATERIAL 

Six-inch Squares 
Emery Paper Smooth Paper 

Glass Sandpaper 

Have the children stand in a half-circle. 
Hand the sandpaper around the class, letting 
each child handle it in turn; then the smooth- 
finished paper, give this also to each child 
in the class. 

Then take the square of glass and the 
square of emery, and with these materials 
repeat the exercise in the same manner. 

This exercise should be continued until 
the child shows that it perceives the differ- 
ence in the surface of the materials. When 
this stage is reached the teacher should give 
the next exercise in the series. 



46 



SENSE TRAINING 



LESSON XXIX 

MATERIAL 

6 inch squares of each 
Emery Paper Smooth Paper 

Glass Sandpaper 

Have the children stand in a half-circle 
Hand the piece of sandpaper to the first 
child, and remark, while rubbing child's 
fingers on the rough surface, "rough. " 
Have the child repeat the word after you. 

Repeat the exercise in this way going to 
each child in turn and having them say the 
word "rough." 

Teacher should then hold the piece of 
sandpaper so that it may be seen by each 
child, and have them repeat altogether the 
word "rough." 

Continue the exercise with the smooth- 
finished paper, having the children repeat the 
word "smooth" each time they feel the paper. 

The squares of glass and emery should 
then be treated in the same way. 



47 



SENSE TRAINING 



WESSON XXX 

MATERIAL 

6 inch squares of each 
Smooth Paper Emery Paper 

Glass Sandpaper 

Have the children stand in a half-circle. 
Call upon a child and put a blinder on his 
eyes; hand him the above squares one at a 
time. He should feel the surface and tell 
the class the nature of it. For example : On 
receiving the square of glass he should say, 
"This is a piece of glass, it is smooth" and 
on receiving the emery, "This is a piece of 
emery, it is rough/' 

Continue the exercise in this way calling 
upon children in turn to perform. 



48 



SENSE TRAINING 



LESSON XXXI 

MATERIAL 

Book Tooth Brush Bean Bags 

Tin Cup Hair Brush 

Children are quietly seated. 

Two small tables are placed ten feet, apart 
before the class. 

Above articles aue arranged on table. 

Call upon a child and blindfold him, lead 
him to table on which articles are laid. He 
picks up one article, telling the name of it 
as he does so. He then carries it to second 
table; after depositing it there, he returns 
to the first table, picks up a second article, 
and repeats the exercise. 

When one child has carried all of the ar- 
ticles from one table to the other, call upon 
another child to perform. 



49 



SENSE OF HEARING 

SERIES II 



SENSE TRAINING 



The object of the lessons in Series II is 
to develop and strengthen: 

Sense of hearing. 
Sense of touch. 

Rhythm. 

Sense of direction. 

Concentration. 

Imaginative Thought. 
Memory. 
Association of ideas. 

Discrimination between musical sound 
and noise. 

Independent thought. 



53 



SENSE TRAINING 



LESSON I 

MATERIAL 
Clear Bell Sleigh Bell Cow Bell 

Children should be seated quietly. The 
three bells are placed on a table in front of 
class. 

Teacher will take the clear-sounding bell 
and hand it to the class, letting each child 
ring it in turn. Then have the children ring 
the sleigh-bell and the cow-bell in the same 
way. 

Do not ask any questions concerning the 
names and uses of the different bells, for that 
would serve to confuse the mind of the child 
at this period of training. 

In this way we are impressing different 
sounds upon the child's mind by means of 
three senses: Sight, touch and hearing. 



55 



SENSE TRAINING 



LESSON II 

MATERIAL 
Clear Sounding Bell 

Call upon two children to perform. Have 
A stand at one end of the room and ring 
bell. Blindfold B and take him to the op- 
posite side of the room and let him find his 
way to A guided by his sense of hearing. 

A must not move and should keep the 
bell ringing continuously. 

Call upon children in turn to perform. 



56 



SENSE TRAINING 



LESSON III 

MATERIAL 
Clear Bell Sleigh Bell Cow Bell 

Children should be seated quietly. The 
three bells placed on a table in front of class. 

Hand the cow-bell to each child in the 
class, letting the children ring it in turn. 
When this is done, the teacher, holding out 
the bell, should say, "This is a cow-bell," and 
have the children repeat the words "cow- 
bell" several times in unison. 

Continue in this way with the other bells, 
telling the children the name of each in turn. 



57 



SENSE TRAINING 



LESSON IV 

MATERIAL 
Clear Bell Sleigh Bell Cow Bell 

We have taught the children in Lesson 
III of this Series to recognize different 
sounds with the aid of sense of sight; we 
now teach them to know the same sounds 
by means of hearing alone. 

Have the class seated quietly. Place the 
three bells on a table in front of class. 

Call upon a child and blindfold him. 
Teacher should ring the cow-bell, asking the 
child at the same time what he hears. The 
child should answer, "I hear the cow-bell 
ringing." Teacher should then ring the 
other bells in turn, having the child tell each 
time the name of the bell he hears. 

Continue exercise in this way, calling up- 
on the different children in turn. 



58 



SENSE TRAINING 



LESSON V 

MATERIAL 
Clear Bell Sleigh Bell 

Have the class sit quietly in their seats. 
Teacher should designate three children to 
take part in exercise. 

Blindfold A; give B the sleigh-bell, and C 
the clear-sounding bell. 

Have B and C go to opposite corners of 
the room and there ring their bells. Teacher 
should lead A to the centre of the room and 
tell him to find who has the sleigh-bell. A 
guided by his sense of hearing should go to 
B who is ringing the sleigh-bell. 

Should a child be much confused by the 
sound of two instruments ringing at the 
same time, and seem unable to distinguish 
between the sounds, teacher should continue 
with previous exercises in the series. 



59 



SENSE TRAINING 



LESSON VI 



Sleigh Bell 
Cow Bell 
Clear Bell 



MATERIAL 

Bicycle Bell 
Clappers 
Tambourine 
Drum 



Musical Box 
Motor Horn 
Triangle 



Place the above instruments in a row on 
a table. Have the children stand in a half- 
circle in front of the table. 

Teacher will take the above instruments, 
one at a time, and hand them round the class, 
letting each child sound the instrument in 
turn. Do not have more than one instru- 
ment playing at one time, or the children 
will confuse the sounds. 

Ask no questions regarding the names of 
the instruments at this stage of the training. 



60 



SENSE TRAINING 



LESSON VII 

MATERIAL 
Bicycle Bell Clear Sounding Bell 

Three children are designated to take part 
in this exercise. 

A is blindfolded, while B and C, each re- 
ceiving a bell, go to opposite corners of the 
room and ring their instruments. 

A is led to center of room and told to 
find out who has the bicycle bell, and guided 
by his sense of hearing, he should go to the 
child who is ringing that bell. 



61 



SENSE TRAINING 



LESSON VIII 

MATERIAL 

Sleigh Bell Bicycle Bell Musical Box 

Cow Bell Clappers Motor Horn 

Clear Bell Tambourine Triangle 
Drum 

Place the above instruments in a row on a 
table and have the children stand in a semi- 
circle in front of them. 

Take the instruments, one at a time, pass 
them around the class, having each child 
sound them in turn. 

When the children have sounded one in- 
strument, for example, the tambourine, 
teacher should take it, hold it out at arm's 
length, and say, "This is a tambourine"; 
have all the children repeat the word "tam- 
bourine" several times in unison. 

Then take the next instrument, pass it 
around the class and teach the name of it in 
the above manner. 

Continue the exercise in this way. 
62 



SENSE TRAINING 



LESSON IX 

MATERIAL 

Sleigh Bell Bicycle Bell Musical Box 

Cow Bell Clappers Motor Horn 

Clear Bell Tambourine Triangle 
Drum 

Have the children seated quietly. Place 
the instruments on a table in front of class. 

Call upon a child to perform. He should 
pick up the first instrument, ring it, and tell 
the name of that instrument to the children 
in class. 

Continue the exercise until all instru- 
ments have been sounded, calling upon each 
child in turn to perform. 

Do not have one child sound more than 
six instruments. 

Should a child be unable to speak, teacher 
should ask for the instruments one at a time. 
The child will then take up each one called 
for, sound it, and hand it to the teacher. 



63 



SENSE TRAINING 



LESSON X 

MATERIAL 

Sleigh Bell Bicycle Bell Musical Box 

Cow Bell Clappers Motor Horn 

Clear Bell Tambourine Triangle 
Drum 

Place the instruments on a table in front 
of class. 

Call upon a child, blindfold him, and have 
him take up each instrument in turn, sound 
it, and tell the name of the instrument to the 
children in the class. 

Should a child be unable to talk, teacher 
will ask for the different instruments, one at 
a time, and the child should feel among them 
until he has the desired one, which he should 
sound, afterward handing- it to the teacher. 

Do not ask a child to sound more than six 
of the instruments. 

The children having become familial with 
the names and sounds of the above instru- 
ments, teacher may increase her stock of 
hearing material. 

64 



"$■■ 









Appealing to the Child's Spirit of Play and at the Same Time 
Developing Sense of Sight 



SENSE TRAINING 



LESSON XI 

Have the children seated quietly. 

Call upon a child, blindfold him, being 
careful not to cover his ears. Hold a watch 
about three feet from the child's right ear 
and ask him what sound he hears. If he is 
unable to distinguish the sound at that dis- 
tance it should be gradually brought closer 
until he hears the sound of the ticking. 
Teacher then asks the child to designate the 
direction from which, the sound comes. 

Continue the exercise by holding the 
watch to the left ear of the child, then above 
his head, at the back of his head, and in 
front of him. 



65 



SENSE TRAINING 



LESSON XII 

MATERIAL 
Small Clock 

Blindfold a child. 

Place clock anywhere in room, but some 
distance from blindfolded child. Order child 
to find the clock. The child should listen for 
the ticking of the clock, and guided by his 
sense of hearing go to the place where it is. 

Repeat exercise by placing clock in dif- 
ferent parts of room and calling upon chil- 
dren to perform in turn. 



66 



SENSE TRAINING 



LESSON XIII 



v 



MATERIAL 
3 Triangles 3 Cow bells 3 Tin Cans 

The tin cans should be operated with 
wooden sticks. 

Call upon nine children. Have three 
stand to the right of the class, each holding 
a triangle. Three stand to the left of the 
class, each with a cow-bell. Three stand at 
front of the class, each having a tin can and 
a wooden stick. 

Teacher calls upon the children holding 
triangles to sound them ; then those holding 
cow-bells to ring them; then those holding 
cans to rattle them with the sticks. 

Teacher now calls upon a child in class to 
state which was the most pleasant sound. A 
second child should be called upon to tell 
which made the most noise; a third child 
which was the most musical; a fourth child 
which trio he would like to have repeated — 
the cans, triangles or cow-bells? 

In this way we develop the faculty of dis- 
crimination. 



67 



SENSE TRAINING 



LESSON XIV 

Have the children quiet in class. Call 
upon one child, blindfold him, and have him 
stand in front of class. 

It is well to have the teacher's assistant 
make the different sounds at one end of the 
room, while- the teacher puts the questions to 
the children. 

The assistant should sing a short snatch 
of a song: teacher asks question: "A, what 
do you hear?" he should answer: "I hear 
Miss L singing." The assistant should then 
whistle; teacher repeats the question; and 
the child should answer: "I hear Miss L 
Whistling." 

The assistant should talk very loudly, 
afterward very softly, then imitate crying, 
then laughing. Each time the question and 
answer should be as above according to the 
sound heard by the child. 

The exercise should be continued in this 
way, calling upon different children to per- 
form in their turn. 



SENSE TRAINING 



LESSON XV 

Should there be a victrola in the school- 
room the following is a useful study in dis- 
crimination of sound. 

One of each of the following records 
should be secured: talking, singing, violin 
solo, cornet solo, pianoforte solo and band. 

Children sit quiet while the records are 
being played. After each record is rendered 
children attempt to tell the nature of the 
record. 

For example: Teacher says, "J ames > what 
do you hear?" He should answer, "I hear 
a violin playing*' or "I hear a man talking," 
as the case may be. 

Children should be called upon in this way 
after each record is played. 



69 



SENSE TRAINING 



LESSON XVI 

MATERIAL 
Four Rubber Ball§ 

Calf upon five children to perform. 

Blindfold A and have him take his place 
in the centre of the room. Give B, C, D 
and E a rubber ball each and have them 
stand as shown in diagram. 

Teacher should use the language of ges- 
ture. Motion to B to bounce his ball, this 
should be repeated three times. Teacher 
then asks A what he heard. If he answers 
"I heard the bouncing of a ball," teacher 
should then ask him to point in the direction 
from which the sound came. A should 
point in the direction of B, saying, "The ball 
was bounced in that direction." Teacher 
should then have C, D and E bounce their 
balls in turn, asking A the above questions 
each time as to what sound he hears and the 
direction from which it came. 

This exercise should be continued by call- 
ing upon five other children, the former five 
taking their seats. 



70 



SENSE TRAINING 



B 




C 


V 


A 




00 


18 Feet 




D 




E 



n 



SENSE TRAINING 



LESSON XVII 

The exercises in Lesson XV may be varied 
and made a little more difficult in the follow- 
ing manner. 

When class is seated, call upon a child and 
put a blinder on his eyes. Teacher now 
plays short snatches of the six different 
records used in the previous exercise. As 
each piece is played the child should state 
the nature of the sound. When one child has 
attempted to distinguish the six different 
sounds, a second child is called upon to per- 
form. Continue exercise in this manner. 



7* 



SENSE TRAINING 



LESSON XVIII 

MATERIAL 

Tambourine Sleigh Bell 

Cow Bell Clear Bell 

Children should be seated quietly. Call 
upon five boys to perform. 

Blindfold A and have him stand in the 
centre of the room. Give B, C, D, and E 
a bell each and place them one in each corner 
of room. 

Teacher should motion to B to ring his 
cow-bell. Ask A what he hears. He should 
answer, "I hear the cow-bell ringing." 

Teacher will then ask, "From vrhich direc- 
tion does the sound come?" A should point 
in the direction of B and say, "The sound 
came from there." 

Continue exercise in this way, the instru- 
ments of C, D and E being sounded in turn, 
A being questioned each time as to the 
nature of the sound and the direction from 
whence it came. 



73 



SENSE TRAINING 



LESSON XIX 

Have the children sing one verse of a 
familiar air, meanwhile clapping their hands 
rhythmically in time to the music. Children 
then hum the tune, clapping the hands softly. 
Children should then stop humming and clap 
their hands rhythmically, carrying the tune 
in their minds as they do so. Teacher then 
calls upon a child to sing a familiar song, 
while the rest of the class clap their hands 
softly in time to the music. 

This is an excellent exercise for the de- 
velopment of rhythm. 



74 



SENSE TRAINING 



LESSON XX 

Take the children out into a playground 
or field. Have them stand in a listening 
attitude for two minutes. 

Teacher then asks each child in turn to 
tell the different sounds and noises he hears. 

Encourage the children to listen intently 
and think for themselves, since they are apt 
to imitate each other. 



75 



SENSE TRAINING 



LESSON XXI 

MATERIAL 

Marbles Bell Tin Cup 

Wand Rubber Ball 

Call upon five children to perform. 

Blindfold A and have him stand in the 
centre of the room. Give B the rubber ball, 
and have him stand in one corner. Give C 
the tin cup with the marbles in it (pebbles 
can take the place of marbles). Give to D 
the wand, and to E the bell, having each 
stand in their corner of the room. 

Teacher should give commands to B, C, D 
and E by gesture. 

Motion to D to rap the floor with the 
wand. Ask A what he heard. He should 
answer, "I hear someone rapping the floor 
with a stick/' Then ask A to point in the 
direction from which the sound came. A 
should point in the direction of D. Motion 
to C, B and E to make their different noises 
in turn, asking A questions each time as to 
the nature of the sound and the direction 
from whence it came. 

When these children have performed, send 
them to their seats and call upon five others 
to take their places. 



76 



SENSE TRAINING 



LESSON XXII 

Choose a song with brisk march time. 

Children march around the room singing 
the song, clapping their hands rhythmically 
in time to the music and keeping time with 
their feet. 

Teacher now chooses another song, also 
in march time. At the change of song 
children form a straight line. In this posi- 
tion they should mark time with their feet, 
clap softly with their hands, and hum the 
tune. 

This exercise trains the ear to rhythmic 
sound. 



77 



SENSE TRAINING 



LESSON XXIII 

Teacher chooses a familiar air and claps 
her hands in time and rhythm to the music. 
The accent must be marked and the time 
correct. 

After one verse has been rendered request 
child to tell the name of the piece. 

Short simple tunes with time and accent 
strongly marked must be chosen. 



78 



SENSE OF TASTE 

SERIES III 



79 



SENSE TRAINING 



The object of the lessons in Series III is 
to develop and strengthen: 

Sense of taste. 
Sense of sight. 
Memory. 

Increase vocabulary. 
Idea association. 
Attention. 

Discrimination in temperature of liquids 
by means of taste. 

Discrimination between bitter and sweet. 



81 



SENSE TRAINING 



LESSON I 

MATERIAL 
Saucer Powd. Alum Saucer Powd. Sugar 

Have the children seated quietly in class. 
Put the two saucers with their contents on a 
table in front of class. 

Call upon a child and give him a taste 
from each saucer. Repeat the exercise, giv- 
ing each child in turn a taste of the two 
powders. 

Should a child refuse the alum after hav- 
ing tasted it once, do not urge him to take 
it again, because that child is now ready for 
an advanced step in tasting. 

Ask the child no questions regarding the 
name of the powders. 

This exercise should be continued until, 
by its action, the child shows that it per- 
ceives a difference between the taste of the 
two powders. At this stage teacher should 
give the next exercise in the series. 

This exercise applies only to sub-normal 
children. 



83 



SENSE TRAINING 



LESSON II 

MATERIAL 
SmaU Jar Powd. Sugar Small Jar Powd. Salt 

Have the children seated in a half-circle. 
Teacher should go to each child and give 
him a little of the salt to taste; afterward 
give to each child a taste of the sugar. 

Some children will take the salt as readily 
as they take the sugar; others refuse the salt 
when they find it is unpalatable. 

Do not urge a child to take salt, if he 
shows a distaste for it. 

This exercise should be continued until, 
by its action the child shows that it per- 
ceives there is a difference between the taste 
of salt and sugar. It is then time to give 
the next exercise in the series. 



84 



SENSE TRAINING 



LESSON III 

MATERIAL 
Small Jar Powd. Sugar Small Jar Powd. Salt 

Have the children seated in a half-circle. 
Teacher should go to each child in class, and 
give him a little of the sugar to taste, then 
tell the children the name of that which they 
have tasted is sugar. Have the class repeat 
the word "sugar" several times. 

Then let each child in turn taste the salt, 
afterward telling them the name is salt and 
having the class repeat the word "salt" in 
unison. 



85 



SENSE TRAINING 



LESSON IV 

MATERIAL 

Dry Cocoa Salt Dry Coffee 

Sugar Pepper Dry Tea 

In small jars 

Have the children seated. Place the jars 
on a table in front of class. 

In a previous exercise, the children have 
had training to familiarize them with the 
taste of salt and sugar. We now take coffee, 
cocoa, pepper and tea and endeavor to teach 
the child to know them by ^ight and by taste. 

Take the jars separately and give each 
child a small taste of the contents. 

Ask no questions concerning the names 
and uses of the articles. 



86 



SENSE TRAINING 



LESSON V 

MATERIAL 

Dry Cocoa Salt Dry Coffee 

Sugar Pepper Dry Tea 

In small jars 

Have the children stand in a half-circle 
in front of the table. Place the jars in a row 
on the table. 

Teacher takes the jar containing tea; 
gives to each child a little of the contents 
to taste; then tells the class that which they 
have tasted is tea. Have the children repeat 
the word "tea" several times in unison. 

The other jars may be taken in their or- 
der, and the name of the contents of each 
taught to the children in the above manner. 



87 



SENSE TRAINING 



LESSON VI 

MATERIAL 
Dry Cocoa Salt Dry Coffee 

Sugar Pepper Dry Tea 

Give to each child a little of the 
cocoa to taste, afterward asking the 
children the name of that which they 
are tasting. They should answer "cocoa." 
Teacher should then tell a common use to 
which cocoa is put. For example, "This is 
cocoa; mother .makes it for children to 
drink." Then take the sugar, and let 
each child taste it, afterwards telling the 
name of that which they are tasting. Teach- 
er will then explain a common use for sugar. 
For example, "This is sugar; we use it on our 
cereal at breakfast." 

Continue exercise in this way, taking each 
jar in its turn, and teaching the child the 
common use of its contents. 

Encourage the child to think for himself 
of different uses to which contents of the jars 
may be put. This will strengthen the power 
of association of ideas in the mind of child. 



88 



SENSE TRAINING 



LESSON VII 

MATERIAL 

Dry Cocoa Dry Coffee Dry' Tea 

Sugar Pepper Salt 

Have the children stand in a half-circle 
in front of a table. Place the jars in a row 
on the table. 

Call upon a child to perform. Teacher 
will give her a little of the tea to taste. After 
tasting, the child should tell the class the 
name and the common use of tea. Then 
give her the cocoa to taste; the child should 
tell the name and common use of that also. 
Continue the exercise in this way, having 
the children come in their turn and tell the 
name and common use of the contents of 
each jar. 

This exercise should not be continued for 
a longer time than ten minutes. 



.89 



SENSE TRAINING 



LESSON VIII 

MATERIAL 

Dry Cocoa Salt Dry Coffee 

Sugar Pepper Dry Tea 

Have the children stand in a* half-circle 
in front of a table. Place the jars in a row 
on the table. 

Call upon a child to perform. Blindfold 
the child, and give him some tea to taste. 
He should then tell the class the name of the 
substance and its common use. The child 
should taste from each jar in turn, after- 
ward telling the class the name and simple 
use of its contents. 

Call upon the children in turn to perform, 
blindfolding each beforehand. 

The above exercise should be continued 
for not longer than ten minutes. 



90 



SENSE TRAINING 



LESSON IX 



MATERIAL 



Raw Potato Cheese Raw Apple 

Cut in Small Cubes 



Color of articles used should be as much 
alike as possible. Children should be seated. 
Place the plates on a table in front of class. 

Call out a child. Have him take one of 
the cubes and eat it. He may choose a cube 
from any plate he wishes. Child then tries 
to tell the name of that which he is eating. 

Should the child answer correctly, he may 
take a cube from another plate. Should he 
be correct the second time, he may then try 
the third plate. 

When one child has given three correct 
answers, plates should be changed in posi- 
tion to prevent the next child from being 
helped by the preceding one's experience. 

When the children have become ac- 
quainted with these, other fruits and vege- 
tables should be substituted. 



91 



SENSE TRAINING 



LESSON X 

MATERIAL 

Cup Cold Water Cup Hot Water 

Spoons 

Have the class stand in a semi-circle. 

Teacher should let each child in turn taste 
of the cold water. Have the children then 
say in unison, "This is cold water." Proceed 
in same way with the hot water, having 
children say, "This is hot water." 

Spoons should be washed in a basin of 
water prepared for that purpose. 



92 



SENSE TRAINING 



LESSON XI 

MATERIAL 

Cup Cold Water Cup Hot Water 

Spoons 

Children should be seated in class. 

Call upon a child and blindfold him. Give 
him first a little of the cold water to taste 
and have him tell the class that it is cold 
water. Next give him the hot water to taste 
and have him tell the class it is hot water. 

Continue exercise in this way, calling upon 
children in turn to perform. 



93 



SENSE TRAINING 



LESSON XII 

MATERIAL 

Y* Cup of Water with Lemon Juice — 1 Teaspoonful 
Yt Cup of Water with Salt — J^ Teaspoonful 
Y* Cup of Water with Vinegar — 1 Teaspoonful 
Yi Cup of Water with Sugar — 1 Teaspoonful 
4 Teaspoons 

Children stand in a* semi-circle. 

Place the cups with their contents on the 
table. Have basin of hot water in readiness 
with which to wash the spoons that are used 
in this exercise. 

Give a child the quantities mentioned 
above of liquid from each cup and request 
him to state the name of each as he tastes it. 

For example: Teacher gives child spoon- 
ful of lemon and water, saying, "What do 
you taste?" The child should answer, "I 
taste lemon and water." 

It is good policy to give the sugar and 
water last, as that mixture leaves a pleasant 
taste in the child's mouth. 

Fresh dilutions of the liquids should be 
made each time the exercise is given. 



94 



SENSE TRAINING 



LESSON XIII 



MATERIAL 



y 2 Cup Tea y 2 Cup Coffee 

y 2 Cup Cocoa y 2 Cup Milk 

4 Teaspoons 

The tea, coffee and cocoa must not be 
made strong and should have neither milk 
or sugar in it. 

Class stands in a half-circle. 

Give a half-teaspoonful of liquid from 
each cup to a child and have him attempt to 
state the name of the contents, after each 
one is tasted. 

For example : Teacher gives the child half 
a teaspoonful of tea and says, "What do you 
taste?" The child should answer, "I taste 
tea." 

Continue exercise in this way, calling upon 
each child in turn. 

Use a separate spoon for each liquid. 



95 



SENSE TRAINING 



LESSON XIV 



MATERIAL 



y 2 Cup Tea x / 2 Cup Water and Lemon Juice 

y 2 Cup Coffee y 2 Cup Water and Salt 
Yz Cup Cocoa y 2 Cup Water and Vinegar 

y 2 Cup Milk y 2 Cup Water and Sugar 

8 Teaspoons 

All the above liquids should be cold. 

Blindfold a child and give him a half- 
teaspoonful of each liquid to taste. As he 
tastes each one he should inform the class 
of the flavor he detects. 

Use a separate spoon for each liquid. Have 
a bowl of hot water prepared for rinsing 
spoons. 

Continue exercise in this manner, calling 
upon children in turn to perform. 



96 



SENSE OF SMELL 

SERIES IV 



SENSE TRAINING 



The object of the lessons in Series IV is 
to develop and strengthen: 

Sense of smell. 
Sense of sight. 
Memory. 
Observation. 
Increase vocabulary. 
Concentration. 
Association of ideas. 



99 



SENSE TRAINING 



LESSON I 

MATERIAL 

Vinegar Ess. Peppermint Cologne 

In small jars 

Have the children seated in a semi-circle. 
Place the jars on a table in front of the class. 

Teacher should take the jar containing 
vinegar, go to each child in the class and 
let him smell its contents. Then take the 
cologne, letting each child smell in turn, 
and finally, the peppermint. 

This exercise should be continued until, 
by reaction, the child shows that it perceives 
the difference in the smell of the liquids. 
When this stage is reached teacher should 
give the next exercise in the series. 

The sharp acrid smells should be re- 
served until last in all smelling exercises, as 
these have a tendency to weaken the power 
of discrimination. 



101 



SENSE TRAINING 



LESSON II 

MATERIAL 

Vinegar Ess. Peppermint Cologne 

In small jars 

Have the children seated quietly. Place 
the jars on a table in front of the class. 

Take the jar of vinegar and let each child 
in the class smell it, then tell the children 
the name of the liquid is "vinegar." Have 
them repeat the word "vinegar" several 
times in unison. 

The cologne and peppermint should be 
taken in the same way, teacher telling the 
name of the liquid and children repeating 
it several times in unison. 



102 



SENSE TRAINING 



LESSON III 

MATERIAL 

Powd. Cinnamon Ginger Powd. Cloves 
In small jars 

Have class seated quietly. Place the jars 
on a table in front of class. 

Take the jar containing cinnamon, go to 
each child in class and let her smell its con- 
tents. Next take the ginger, letting each 
child smell in turn, and finally the cloves. 

Ask no questions regarding the names 
and uses of the above powders. 

This exercise should be continued until 
the child shows by reaction that it perceives 
the difference in the smell of the powders. 
When this stage is reached the teacher 
should give the next exercise in the series. 



103 



SENSE TRAINING 



LESSON IV 

MATERIAL 

Powd. Cinnamon Ginger Powd. Cloves 

In small jars 

Have the children stand in a semi-circle. 
Place the jars on a table in front of class. 

Take the jar of cinnamon and let each 
child in turn smell it; then tell the class the 
name of the powder is "cinnamon." Have 
the children repeat the word "cinnamon" 
several times in unison. 

The other powders should be taken in v the 
same way, teacher telling the name of the 
powder and children then repeating the 
name several times in unison. 



104 



SENSE TRAINING 



LESSON V 

MATERIAL 
Vinegar Ginger Ess. Peppermint 

Cologne Cloves Cinnamon 

In small jars 

Have the children quietly seated. Place 
the jars on a table in front of class. 

In previous exercises in the series chil- 
dren have learned to know the above-men- 
tioned liquids and powders by smell. 

We now endeavor to teach them the com- 
mon uses to which these may be put, there- 
by strengthening the association of ideas in 
the mind of the child. 

The jars should be taken around the class 
one at a time, the teacher telling the name 
and simple use of the liquid or powder as she 
does so. For example, "This is vinegar. We 
use it on pickles, tomatoes, cucumbers. We 
see it on the dinner table/' The exercise 
should be continued in this way. 

Do not go into confusing details in tell- 
ing the uses of these liquids and powders. 

105 



SENSE TRAINING 



LESSON VI 

MATERIAL 
Molasses Ess. Lemon Wintergreen 

Vanilla Camphor Turpentine 

In small jars 

Have the children stand in a semi-circle. 
Place the jars on a table in front of the class. 

Take the jar containing molasses, let each 
child in turn smell it; then tell the class the 
name is "molasses." Have the children re- 
peat the word "molasses" several times in 
unison. 

The other liquids should be taken in turn 
and the name of each taught in the above 
manner. 



106 



SENSE TRAINING 



LESSON VII 

MATERIAL 
Molasses Ess. Lemon Wintergreen 

Vanilla Camphor Turpentine 

In small jars 

Place the jars in a row on a table. Have 
the children stand in a half-circle in front 
of table. 

After each child in the class is allowed to 
smell from the jar containing molasses, ask 
the children to tell you the name of 
the liquid. When the children have told the 
name, teacher should tell a simple use to 
which molasses may be put; for example, 
"We spread it on our bread"; or, "We use 
it on griddle cakes." 

In this way take each jar in turn; first 
allowing the children to smell, then telling 
them the name, and, finally, informing them 
of the simple uses to which the contents may 
be put. 



107 



SENSE TRAINING 



LESSON VIII 



Vinegar 
Cologne 
Peppermint 
Cinnamon 



MATERIAL 

Ginger 
Cloves 
Molasses 
Vanilla 
In small jars 



Ess. Lemon 
Turpentine 
Camphor 
Wintergreen 



Have the children seated in class. Place 
the jars in a row on a table in front of the 
class. 

Call upon a child to perform. Have him 
smell from the first jar, telling the class 
the name and simple use of its contents. 
He should continue in this way until he has 
smelled the contents of four bottles, telling 
the name and simple use of each one as he 
does so. Then call upon a second child to 
perform in like manner. 



108 



SENSE TRAINING 





LESSON IX 






MATERIAL 




Vinegaf 


Ginger 


Ess. Lemon 


Cologne 


Cloves 


Turpentine 


Peppermint 


Molasses 


Camphor 


Cinnamon 


Vanilla 
In small jars 


Wintergreen 



Have the children seated quietly. Place 
the jars in a row on a table in front of the 
class. 

Call upon a child and blindfold him. 
Hold the bottles for him to smell one at a 
time. He should tell the class the name and 
use of the contents as he smells them. For 
example, the teacher will hand him the 
vinegar to smell and he will say, "This is 
vinegar. We use it to put on the cucumbers, 
beets, or tomatoes at dinner-time. ,, 

Do not hand more than six jars to each 
child. 



109 



SENSE TRAINING 



LESSON X 

MATERIAL 
Piece Cloth Ess. Peppermint 

Place a small quantity of essence of pep- 
permint on cloth.V. Hide the cloth in such 
a place that the smell of the peppermint is 
allowed to escape. 

Call upon three children to find the hidden 
cloth, guided only by the smell of the pep- 
permint. 

The three children" should leave the room 
while the cloth is being hidden. 

Repeat the exercise in this way. 

To vary this exercise other pungent smells 
may be used in the above manner. 



110 



SENSE TRAINING 



LESSON XI 

MATERIAL 
Freshly Cut Onion Jar of Cologne 

Class stands in a half-circle, while a fresh- 
ly cut onion is passed to each one to smell 
its pungent odor. Now ask the name of 
that which the children have just smelled, 
followed by the questions : "To what use do 
we put the onion ?" and "Where have you 
detected that smell before?" 

Now allow each child to smell from the 
jar of cologne. Ask the questions : "Where 
have you smelled that before?" and "To 
what use do we put cologne?" 

Finally ask, "Which smell do you like 
best?" and "Which is the most pleasant 
smell?" 



Ill 



SENSE TRAINING 



LESSON XII 

MATERIAL 
Freshly Picked Hyacinth Freshly Picked Rose 

Place the hyacinth and rose in separate 
jars of water. 

Children stand in a half-circle. 

Take the jar containing the rose and allow 
each child to smell the flower, afterwards 
telling" them that the name of the flower is 
rose. 

Now take the jar containing the hyacinth 
and have the children smell that flower, in- 
structing them that the name of the flower 
is hyacinth. 



r;re 



SENSE TRAINING 



LESSON XIII 

MATERIAL 
Freshly Picked Hyacinth Freshly Picked Rose 

When children are seated and quiet, call 
upon one of them and blindfold his eyes. 
Now give him a rose to smell and ask, "What 
do you smell — what is the name of the 
flower ?" Then let him smell a hyacinth and 
ask the same question. 

Continue exercise in this way, calling upon 
the children in turn. 



113 



SENSE TRAINING 



LESSON XIV 

MATERIAL 

Freshly Picked Hyacinth Freshly Picked Rose 

Picture of a Growing Hyacinth 

Picture of a Rose Bush 

When children are seated place the two 
pictures where all may readily see them. 

Give one of the children the rose to smell 
and ask, "Which is the picture of the rose?" 
"Where have you seen roses growing ?" 
"Tell me some different colors of roses you 
have seen." 

Allow the child to smell the hyacinth and 
then state which is the picture of that flower. 
Ask the above questions regarding the 
hyacinth. 

If it is possible take the children into a 
garden or park where they may see the rose 
and hyacinth growing, thereby making the 
association more complete. 



114 



SENSE OF SIGHT 
SERIES V 



SENSE TRAINING 



The object of the lessons in Series V is 
to develop and strengthen: 

Sense of sight. 
Discrimination in size. 
Steadiness of gaze. 

Color discrimination. 

Power to associate ideas. 

Observation^ 

Discrimination in length. 

Sense of proportion. 

Co-ordination. 

Concentration. 

Memory. 

Increase vocabulary. 

Independent thought. 

Command. 



117 



SENSE TRAINING 





LESSON I 






MATERIAL 




Ball 


Doll 


Book 


Cup 


Spoon 


Brush 



Call upon a child and have him repeat 
the name of each article as he sees it on the 
table. Teacher should then cover the art- 
icles with a cloth, and have the child repeat 
the names of as many as he can remember. 

Repeat the exercise in this way, calling 
upon children in their turn to perform. 



119 



SENSE TRAINING 





LESSON II 






MATERIAL 




Ball 


Doll 


Book 


Cup 


Spoon 


Brush 



Teacher should place a number of articles 
on the table. Use only those articles the 
child is apt to come in contact with in every- 
day life, such as spoon, cup, soap, brush, ball, 
etc. 

When the exercise is started use six 
articles. As the children progress, gradually 
increase number. 

Call a child from the class. Take a 
pointer and point out different articles on 
the table. Have the child give the names 
of the articles with as much rapidity as 
possible. 

Should the child be unable to talk, the 
teacher should call the names of the different 
articles on the table, and the child should 
touch them with the pointer as they are 
called. 



120 



SENSE TRAINING 



LESSON III 

MATERIAL 
Medicine Ball Baseball Pointer 

The class should be seated in a semi-circle. 

Place the two balls on the floor in front 
of the children. Call upon a child, give him 
the pointer and tell him to indicate the larger 
of the two balls. Then call another child 
and have him point to the smaller of the two 
balls. 

Continue the exercise in this way, calling 
upon children in turn to perform. 



121 



SENSE TRAINING 



LESSON IV 

Draw a number of large and small circles 
on the blackboard. Do not place them in 
straight lines, but mix indiscriminately. 

Call upon a child, and handing him a 
pointer, tell him to indicate the large circles 
on the blackboard. Now call upon a second 
child and have him point to the small circles. 

Exercise may be continued in this way 
with the whole class. 



122 



SENSE TRAINING 



LESSON V 

MATERIAL 

Marbles of four different sizes and one color 

Small Cardboard Boxes with Four Compartments 

Have the children stand around a table. 
Give to each child one box and a handful 
of marbles. 

The children should assort the marbles, 
putting the correct sizes together in the 
compartments of the box. 

From ten to fifteen minutes is sufficient 
length of time for this exercise. 



123 



SENSE TRAINING 



LESSON VI 

MATERIAL 
Red Blocks Blue Blocks Yellow Blocks 

Seat children in a half-circle and give to 
each child one block. 

With a piece of chalk draw three circles 
in a row on the floor in front of class. In 
the first circle place a red block, in the second 
a blue and in the third a yellow block. 

Children are called upon in turn to place 
their blocks in circles with corresponding 
colors. 

Do not allow second child to play until 
first child has returned to his seat, thereby 
avoiding confusion. Do not call the colors 
by name at this period of training; children 
will match them more successfully by sense 
of sight alone. 



124 



SENSE TRAINING 



LESSON VII 

MATERIAL 
2-inch Sticks of Wood (Bright Red) 
5-inch Sticks of Wood (Bright Red) 

Mix the different lengths together. Have 
the children stand around a table. 

Give each child a handful of sticks, and 
have him assort the different lengths. 

As he matches the lengths he should put 
them side by side, in two neat rows, on the 
table. 

Ten minutes is sufficient length of time 
for this exercise. 



125 



SENSE TRAINING 



LESSON VIII 

MATERIAL 

Sticks of Wood (Bright Red) 
4, 3, 2 and 1-inch lengths 

Have the children stand around a table. 
Mix the different lengths of wood together. 

Give each child a handful of the sticks 
and have him assort the different lengths. 

As he matches the lengths, he should 
place them in neat rows of the same length 
side by side on the table. 

Watch carefully for signs of fatigue or 
loss of interest for these are infallible signs 
that a change of lesson is needed. 



126 



SENSE TRAINING 



LESSON IX 

Draw a number of straight lines on the 
blackboard six inches and two inches in 
length. 

Call upon a child, and giving him a pointer, 
tell him to indicate the long lines. Next call 
upon another child and have him point to 
the short lines. 

Another child should be called upon to 
pick out first the short lines and then the 
long ones. Vary the exercise in this manner. 

The long and short lines should be mixed 
indiscriminately. 



m 



SENSE TRAINING 



LESSON X 

MATERIAL 

Red Block Blue Block Yellow Block 

Green Block Purple Block Orange Block 

Seat children in half-circle and give each 
a block. 

Draw six circles upon the floor, placing a 
block of different color lengthwise in each 
one. 

Call upon first child to place his block in 
circle of corresponding color. The block 
must be placed crosswise on the block al- 
ready there. 

As each child plays, the structures of dif- 
ferent colored blocks are made, each block 
being placed crosswise. 

When the exercise is finished there are 
six structures of blocks, each of a different 
color. 

Should a child upset the structure while 
placing his block he must rebuild it before 
returning to his seat. 



128 




The Spirit of Play Is Utilized to Secure Concentration 



SENSE TRAINING 



LESSON XI 

MATERIAL 

. . rr, n Wooden Block 

Spinning Top 

Ball Bean Ba £ 

• The above articles are laid in a row on the 
table, a child is called from class and. given 
commands in the following order, slowly 
and distinctly : 

Pick up top. 

Pick up ball. 

Put down top and pick up bean bag. 

Pick up block and top and put down the 
ball. 

Put down block and top and pick up the 
ball. 

Put down ball and pick up block and top. 

Put down block, bean bag and top, and go 
to your seat. 



129 



SENSE TRAINING 



LESSON XII 

MATERIAL 

Red Blocks Blue Blocks 

Yellow blocks 

Mark floor according to diagram; place 
one block in each circle of color called for. 

Line up children in order, one behind the 
other, with leader on starting line. 

Give each child one block; avoid giving 
two blocks of same color to children stand- 
ing together. 

At given signal A runs and places his block 
in circle having a like color. 

After having placed block he should not 
return to line a, but should go back to line 
b and therefore avoid distracting attention 
of B, who is now running. When B has 
placed his block, he takes his place immedi- 
ately behind A, and other players follow in 
order. 

When game is finished, players will be 
lined up on line b. If game is to be re- 
peated players must go back to line a. No 
effort should be put forth by the teacher to 
gain speed in this game; its object being to 
develop color sense and attention. 

130 



SENSE TRAINING 





o 




o 


Slue 


o 


Red 


I 


Yellow 


a START 




b FINISH 


X 




X 


X 




:r 


X 




X 


X 




X 


X 




X 



131 



SENSE TRAINING 



LESSON XIII 

MATERIAL 

Red Blocks Blue Blocks 

Yellow blocks Green Blocks 

Draw five chalk circles in front of class. 

In the middle circle build a simple struc- 
ture of blocks. In the other four circles put 
one block of each color. 

The children, in turn, place their blocks 
in circle of corresponding color. 

As each child places his block he will help 
to form the different structures, imitating 
that made by the teacher in the centre. 

The structure made by teacher should not 
consist of more than six blocks. 



132 



SENSE TRAINING 



LESSON XIV 

MATERIAL 

Two Blue Blocks Two Yellow Blocks 

One Green Block One Red Block 

Blocks are placed side by side on the table 
and child is called to perform. 

Commands are given in the following 
order: 

Pick up red and green. 

Put down red and pick up two yellows. 

Put down one yellow and pick up red and 
blue. 

Put down red and pick up yellow and 
blue. 

Put down two yellows and green and pick 
up red. 

Put down two blues and one red, and go 
to your seat. 

Note. — Do not attempt the exercise until 
color sense is well developed. 



133 



SENSE TRAINING 



LESSON XV 

MATERIAL 

Two Blue Wooden Blocks 
Two Red Wooden Blocks 
Two Yellow Wooden Blocks • 
Two Green Wooden Blocks 

Child is called from class and given the 
following commands slowly and distinctly. 

Pick up one red, one green and one blue 
block. 

Put down one red and pick up two yellow 
blocks. 

Put down one yellow and pick up two red 
blocks. 

Put down one red, one yellow and one 
green, and pick up one blue. 

Put down one red and one blue and pick 
up two greens and one yellow, 

Put down two greens, one yellow and one 
blue and go to your seat. 

Absolute quiet should be maintained in 
the schoolroom during this exercise. 

Note. — -Color sense training must be given 
the child before any attempt may be made at 
this exercise. 



134 



SENSE TRAINING 



LESSON XVI 

Children are lined up in single file, accord- 
ing to height. 

Chalk a 12 foot square on the floor. Place 
children in position and order them to take 
short, quick, marching steps, keeping direct- 
ly on the lines of square. 

When they have marched around square 
twice, space them so that the last child and 
the leader are the same distance apart as 
the rest of the chfldren. One child stands 
directly on each corner of the square. 

Draw the children's attention to the fact 
that they have formed a shape much like 
the picture or book, or anything in the room 
that may be square. 

For variation the teacher should draw a 
circle, oval, triangle, etc., and in this manner 
the children will become mofe familiar with 
form. 



135 



SENSE TRAINING 



LESSON XVII 



MATERIAL 



Red Bean Bag Blue Bean Bag 

Yellow Bean Bag 

Form a circle, children standing a con- 
siderable distance apart. 

Draw three circles as in diagram; put one 
bean bag in each circle of color called for. 

Give each child a bean bag, alternating 
red, blue and yellow. 

At a given signal the game starts, each 
player throwing his bean bag in turn and 
endeavoring to get it into the circle of cor- 
responding color. When all bean bags have 
been played, teacher counts the bags in the 
circle. 

The players who have thrown the greatest 
number of bags of same color as circle, win 
the game. 



136 



SENSE TRAINING 





X 


X 
X X 


X 




X 
X 

X 


X 


o 

Red 

o o 

Blue Yellow 
x % 

X 


X 


X 
X 

X 



137 



SENSE TRAINING 



LESSON XVIII 

When walking with children in the open 
the following exercise can be used to develop 
power of observation. 

Designate a child to tell all he can see 
around him. 

His attention should not be forced to ob- 
serve details of the landscape until he has 
thoroughly awakened to those things that 
are apparent to the eye with little thought 
on the part of the observer. 

The second child called upon will possibly 
imitate the first. Encourage children to find 
those things which others have overlooked. 

Color sense may also be introduced in this 
exercise. The child may say, "I see a tree." 
Teacher should ask: "What color are the 
leaves ?" The same question may be applied 
to the sky; a house; a field, etc. 



138 



SENSE TRAINING 



LESSON XIX 

After blindfolding a child request him to 
point in the direction of different objects in 
the room and mention name of each. 

For example: Pointing to the table, he 
should say, "The table is here," or, "The 
window is over there" ; "A picture of a lion 
is hanging on this wall"; "The cupboard 
containing books is in that direction"; "The 
door leading to the hall is over there"; "Our 
chairs are placed there"; "Teacher's chair is 
there." Each object is pointed out by the 
child as mentioned. 

Children must not be allowed to touch 
anything indicated, as the object of this exer- 
cise is to develop visualization and memory. 



139 



SENSE TRAINING 



LESSON XX 

MATERIAL 
Soap Cup Spoon Comb 

Class is seated in semi-circle. 

Place four different articles in a row on 
the table; these articles must be objects with 
which the child is familiar. A child is called 
upon to look at the articles on the table. His 
eyes are then covered. Remove the cup 
from the table; take bandage from child's 
eyes, and ask him to name the missing ar- 
ticle. 

If child is unable to visualize as many as 
four articles, use three to start the exercise. 
When children can readily visualize four, 
slowly increase number, using only simple 
articles of every day use. 



140 



SENSE TRAINING 



LESSON XXI 

MATERIAL 

Yellow Bean Bag Blue Bean Bag 

Red Bean Bag 

With a piece of chalk draw on the floor 
a circle three feet in diameter, also a starting 
line twelve feet from circle. 

One child at a time stands on line and 
throws each bean bag, endeavoring to get 
them into the circle. 

This game may be made competitive by 
having two circles and calling upon two 
children to play at the same time; in such 
cases red bean bags should be used in one 
circle and blue bean bags in the other. 



141 



SENSE TRAINING 



LESSON XXII 





MATERIAL 




Cup 


Ball 


Brush 


Spoon 


Book 


Comb 



A small table is placed at one end of the 
room, on which is placed the above six ar- 
ticles. 

Child stands at the other end of the room, 
and names one by one the different articles 
on the table. The child must first be made 
familiar with the name and use of any ar- 
ticle used. 

Some variation must be made in the arti- 
cles each time the exercise is used; also the 
number may be increased, as the children 
show improvement. 



142 



SENSE TRAINING 



LESSON XXIII 

MATERIAL 
Blocks of one color 

With a piece of chalk draw on the floor a 
three foot square. 

Each child is given a block and told to 
place it on lines of square. 

Children perform in turn. 

Teach children to put their blocks equal 
distances apart to keep as far as possible the 
symmetry of the square. When the form is 
complete, point to things in the room that 
are square, and ask children if the shape is 
not like that which they have just completed. 

Draw a chalk circle on the floor of similar 
size to square, and have children in turn place 
their blocks on lines. When finished hold up 
ball or anything in the room that may be 
round, and ask if each shape is not the 
same. 

When children have become familiar with 
circle and square, other forms may be used 
in the same way. 

Do not use same color blocks on two con- 
secutive forms. For example, triangle in 
red blocks; square in blue blocks; oval in 
yellow blocks. 

143 



SENSE TRAINING 



LESSON XXIV 

MATERIAL 

Red bean bags Blue bean bags 

Form children into a circle with three feet 
distance between each child. 

Make a chalk circle about four feet in 
diameter in the centre of children. 

Each child is given a bean bag, alternating 
red and blue. 

At given signal one child throws, endeav- 
oring to get his bean bag into chalk circle. 
And each child follows in order. 

When all the bean bags have been thrown, 
teacher counts those inside of chalk circle, 
separating the reds from blues and the color 
having the greater number in centre wins. 



144 



SENSE TRAINING 



LESSON XXV 

MATERIAL 

Two Similar Colored Blocks. 

Call six children out of class and have them 
cover their eyes. 

A bright colored block is hidden in a place 
where it will be found with little difficulty. 

Hold up a block, an exact duplicate of hid- 
den block, and tell the six children to go and 
find a block just like the one teacher is hold- 
ing. 

The children should scatter to different 
parts of the room and hunt for the block; 
the one finding it brings it back to teacher. 

Keep the duplicate block in view that the 
children may not forget the object for which 
they are searching. 



145 



SENSE TRAINING 



LESSON XXVI 

Class is seated in a semi-circle. 

A is blindfolded. B leaves the class quiet- 
ly and hides. The blinder is then taken from 
A's eyes and he looks around the class, en- 
deavoring to name the missing one. 

Should he make a guess that is not cor- 
rect, the children in class all shake their 
heads; but if he guesses correctly they clap 
their hands. 

The game continues in this way, children 
performing in their turn. 



146 



SENSE TRAINING 



LESSON XXVII 



MATERIAL 



18-inch Squares of 

Bright Blue Cloth Bright Red Cloth 

Bright Yellow Cloth 

Equal Numbers of 

Red Blocks Blue Blocks Yellow Blocks 



Children sit in semi-circle on small chairs. 
Give each child one block. 

Place the squares of colored cloth in a 
row on the floor in front of the class. Call 
upon children in turn to come and place their 
blocks on square of cloth of like color. 

In order to prevent confusion, do not let 
the second child play until the first child has 
returned to his seat. 



147 



SENSE TRAINING 



LESSON XXVIII 

Children stand in a semi-circle. 

Place a sheet of white paper on a black- 
board about six feet from the ground and 
directly in front of the class. 

Have the children gaze steadily at the 
paper for fifteen seconds, they may then rest 
for a short time by looking away from the 
paper. 

The exercise should be repeated three 
times with two periods of rest between. 
Endeavor to have the children gaze natur- 
ally and not assume a fixed stare during this 
exercise. 

As the children improve, the time during 
which they gaze at the paper m^y be very 
gradually lengthened. 



148 



SENSE TRAINING 



LESSON XXIX 

MATERIAL 

Two Bright Red Baseballs 

Two Bright Yellow Baseballs 

Two Bright Blue Baseballs 

Have children seated quietly in class. 
Place three balls upon a table in front of 
class ; red, blue and yellow in color. Teacher 
should hold the duplicates to these balls. 

Hold up red ball that all may see it; call 
upon A to pick out ball of the same color 
on the table. 

When A has picked up red ball, teacher 
should hold up blue ball, and call upon B to 
find duplicate. 

Continue exercise in this way. 

At this early stage of training, do not call 
the balls by color name. 



149 



SENSE TRAINING 



LESSON XXX 

MATERIAL 

Bright Blue Cloth Bright Red Cloth 

Bright Yellow Cloth 

One of each color 18 inches square 

Twelve of each color 3 inches square 

Have children seated in semi-circle. Place 
the large squares of cloth on the floor in a 
straight row in front of class. 

Teacher should take the small squares 
and give one piece to each child. Do not 
give the same color to children sitting next 
each other. 

Children should come one at a time in re- 
sponse to command from teacher, and place 
their small pieces of cloth on the large pieces 
of cloth of corresponding color. 

Should a child fail to place his piece of 
cloth on the right color, do not correct him, 
for to do so may cause mental confusion. 
Observation and practise will in time bring 
about the desired result. 



150 



SENSE TRAINING 



LESSON XXXI 



MATERIAL 



Glass Wood Paper 

Iron Tin Cloth 

The piece of glass and a pointer are given 
to a child and he is told to point out any- 
thing in the room that is made of glass, the 
substance which he holds in his hand. 

Another child is given the piece of wood 
and told to point out anything he can find 
in the room made of that material. 

Exercise is continued in this manner. 



151 



SENSE TRAINING 



LESSON XXXII 



MATERIAL 



Paper of Different Colors in Bright Shades; 
Small Boxes. 



Cut paper into pieces and scatter them 
within a small space on the floor. 

Choose twelve children, and give each one 
a piece of paper and a box. Have them pick 
up pieces of paper on the floor corresponding 
to the color of the piece given them. When 
all the pieces are picked up each child should 
show his box. The one having gathered the 
most pieces of correct color wins the game. 

Note. — Do not attempt this exercise un- 
til training in color sense development has 
been given the child. 



152 



SENSE TRAINING 



LESSON XXXIII 

MATERIAL 

18-inch Squares of 

Bright Blue Cloth Bright Yellow Cloth 

Bright Red Cloth Bright Green Cloth 

Also 12 3-inch Squares of each color 

Have class seated in semi-circle. Place 
the large colored squares upon the floor in 
a straight row. Give each child one small 
piece of cloth. 

Children should come in turn and place 
their color on corresponding color in large 
square. 

When the child has developed color sense 
sufficiently to know how to match red, blue 
and yellow, the other colors will be found 
much less difficult to teach. 



153 



SENSE TRAINING 



LESSON XXXIV 

MATERIAL 

3-inch Squares Bright Red Cotton Material 
3-inch Squares Bright Blue Cotton Material 
3-inch Squares Bright Yellow Cotton Material 
3-inch Squares Bright Green Cotton Material 

Mix all the pieces of cloth together and 
put them on a table. 

Have children stand around the table; 
give each child one piece of cotton. They 
should then pick out pieces of corresponding 
color from the pile on the table and place 
them neatly one on top of the other. 

Teacher should go from one child to the 
next, assisting them. Do not spend too 
much time with one child in an effort to have 
him match correctly. Color sense cannot 
be forced ; it can only be developed by slow, 
gradual means. 



154 



SENSE TRAINING 



LESSON XXXV 

MATERIAL 

Two 18-inch Squares and Twelve 3-inch Squares 

Cotton Material 

Red Blue Yellow Green Purple Orange 

Have children seated in semi-circle on 
small chairs. Place the large squares of 
cloth in a straight row on the floor in front 
of class. Give the children one piece each 
of the smaller squares. Do not give pieces 
of the same color to children sitting next 
each other. 

In response to command from teacher, 
children come in turn and place their pieces 
of cloth on larger squares of corresponding 
color. 



155 



SENSE TRAINING 



LESSON XXXVI 



MATERIAL 



Two 18-inch Squares and Twelve 3-inch Squares 

Cotton Material 

Red Blue Yellow Green Purple Orange 

Black White 



Have children seated in semi-circle. Place 
the large squares of cloth in a straight row 
on the floor in front of class. 

Give each of the children one piece of the 
smaller squares. Do not give pieces of the 
same color to children sitting next each 
other. 

In response to teacher's command, have 
children come in turn and place their pieces 
of cloth on larger squares. 



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SENSE TRAINING 



REMARKS 

We have reached the stage of training 
where the child has learned to recognize 
colors by sense of sight, and can readily 
match two pieces of the same color together. 
It is now time to teach the child the names 
of the different colors. We do this by means 
of the power of association of ideas. 

The children should be seated in a half- 
circle on kindergarten chairs. Place three 
18-inch squares of colored cloth in a row on 
the floor in front of the class, one piece of 
bright red, one piece of bright blue and the 
other of yellow. 

Teacher should use her discretion and 
judgment in calling attention to an article 
of corresponding color with which to make 
an association. It must be something with 
which the child is quite familiar, the name of 
which the child knows. There may be a 



157 



SENSE TRAINING 



bright red banner in the schoolroom. It has 
hung there long and is familiar to every 
child. We therefore use the banner as an 
associate for the square of red cloth. 

Teacher should take the piece of red cloth, 
place it next to the red banner and have the 
children repeat after her: "This color is red, 
like the banner on the wall." 

We then look for a suitable associate for 
the color yellow. Secure a picture of a but- 
tercup and, placing the square of yellow cloth 
next to it call upon the children to repeat, 
"This color is yellow like the buttercups in 
the field." Unless the child is familiar with 
the buttercup, it is useless to use this picture 
as an associate for the color yellow. 

As an associate for blue, on a bright day, 
we cannot do better than use the clear blue 
of the sky. 

The children should look at the blue sky, 
and then at the square of blue cloth repeat- 



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SENSE TRAINING 



ing after teacher, "This color is blue, like the 
sky on a sunny day." 

For the first lessons in color association, 
it is not wise to take more than three colors, 
lest we cause mental confusion. Green, pur- 
ple and orange may be added later, each one 
allied to a simple, appropriate associate, and, 
finally we may give black and white. 

It is necessary for the teacher only to give 
the child two or three associations because 
he will then in most cases start spontaneous- 
ly forming them for himself. 



159 



SENSE TRAINING 



LESSON XXXVII 

MATERIAL 

Red Wooden Block Blue Wooden Block 

Yellow Wooden Block 

Children should sit in semi-circle on kin- 
dergarten chairs. Place one red, one blue 
and one yellow block before the class. 

Call upon A to perform. Teacher tells A 
to give red block to B, blue block to C and 
yellow block to D. 

Teacher should talk slowly and distinctly 
while giving commands and have perfect 
quiet in the room that A may concentrate 
his mind more fully. 

When the command is given, A should 
take each block in turn, and give it to the 
child designated by the teacher. 



160 



SENSE TRAINING 



LESSON XXXVIII 

MATERIAL 

Four Yellow Baseballs 

Four Red Baseballs Four Blue Baseballs 

One Shallow Box 

Throw the balls into the air, allowing 
them to fall where they will. 

Call upon three children, telling A to 
bring back the red balls, B to bring back the 
yellow balls and C to bring the blue balls. 
When these children have picked up the balls 
of correct color and placed them in the box, 
call upon three other children and repeat 
the exercise. 



161 



SENSE TRAINING 



LESSON XXXIX 



MATERIAL 

3-inch Squares Cloth 
Varied Colors and Shades 



Have the children seated in a semi-circle. 
Place the colored cloth in a heap on a table 
in front of the class. 

Give to each child one piece of cloth; do 
not give to children sitting next each other 
cloth of the same shade. 

Call upon A to come and match his cloth. 
The child should go to the table and find a 
piece of cloth of color corresponding with 
that which he has in his hand. He should 
hold the two pieces at arm's length, one in 
each hand, that all may see if he has 
matched them correctly. 

The exercise should be continued in this 
way, each child in class taking turn. 



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SENSE TRAINING 



LESSON XL 

MATERIAL 

One Yellow Wooden Block 
One Red Wooden Block 
One Blue Wooden Block 
One Green Wooden Block 

Place the blocks in a row on the table. 
Call upon a child to perform and give the 
commands in the following order: 

i— "Pick up red." 

2— "Pick up blue." 

3 — "Put down red, and pick up green." 

4 — -"Put down green, and pick up yellow 
and red." 

5 — "Put down blue, red and yellow, and 
pick up green." 

6 — "Put down green and go to your seat." 

Absolute quiet must be maintained in the 
schoolroom during this exercise. 



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SENSE TRAINING 



LESSON XLI 

MATERIAL 
Green Bean Bag Yellow Bean Bag 

Orange Bean Bag Red Bean Bag 
Purple Bean Bag Blue Bean Bag 

Children sit in semi-circle on small chairs. 
Teacher should throw one bean bag each 
to children in different parts of the class. 

Call upon red to throw his bean bag to 
teacher, then call upon yellow to throw his 
bean bag, then call upon green, and so con- 
tinue until all the bean bags have been re- 
turned in the order in which they were 
called. 

The bean bags should then be thrown to 
six other children and exercise continued as 
before. 



164 



SENSE TRAINING 



LESSON XLII 

MATERIAL 

Blue Wooden Block Yellow Wooden Block 

Red Wooden Block Green Wooden Block 

Place the blocks on a table in a row. Call 
upon a child and ask him to look carefully at 
the blocks, noticing the color and the order 
in which they are laid. Then blindfold him 
and remove the blue block from the table. 
Unbind the child's eyes and ask him which 
block has been taken away. 

As children progress in the above exer- 
cise, two more blocks may be added, purple 
and orange in color, thus taxing the child's 
powers of concentration and visualization 
more keenly. 



165 



SENSE TRAINING 



LESSON XLIII 



MATERIAL 



12-inch Squares Colored Cloth 

Red Blue Yellow Green Purple Orange 

Black White 

Call upon eight children and have them 
stand in a straight line, holding one color 
each. Colors should be held by the children 
in full view of the class during the whole of 
the exercise. Children should repeat in turn 
the following words : 

First child: "I arn blue, the color of the 
sky on a sunny day." 

Second child: "I am red, the color of the 
ripe tomato we have for dinner." 

Third child: "I am yellow, the color of the 
golden-rod that grows in the fields." 



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SENSE TRAINING 



Fourth child: "I am green, the color of 
the leaves on the tree." 

Fifth child: "I am purple, the color of the 
little violet." 

Sixth child: "I am orange, the color of the 
squash we have for dinner." 

Seventh child: "I am white, the color of 
the snow in winter." 

Eighth child: "I am black, the color of 
the sky at night." 

The children should be taught to say the 
above words slowly and as distinctly as 
possible. 

It is necessary that the child should be 
quite familiar with the association for mem- 
orizing the different parts. Should the as- 
sociation be found to be strange it should be 
altered. 



167 



SENSE TRAINING 



LESSON XLIV 

MATERIAL 

6-inch Thin Wood Geometrical Forms 

Square Circle Oval Triangle 

One side white, reverse side black 

18-inch Geometrical Forms 

One large form for every six small ones 

Children should be seated ontlow chairs 
in a semi-circle. 

Place large forms on the floor in a straight 
line, with the white side up. Give each child 
a small form. First child should come out 
of class and place his small form on large 
form of corresponding shape, white side up. 
He will then take his seat, and the next 
child will perform. 

When this exercise is next used, the large 
form may be placed on the floor with the 
black side up, and children should place 
their forms accordingly. 

This exercise may also be varied by plac- 
ing the large forms on the floor, alternating 
black and white, thereby making the exer- 
cise more difficult. 



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SENSE TRAINING 



LESSON XLV 

Children stand in a semi-circle with feet 
together, hands on hips, heads held erect. 

Give the command for children to look 
up. In doing this the head must not be 
moved, the eyes only should be raised and 
look as near the ceiling as possible. Chil- 
dren gaze thus for five seconds. 

The order is then given for children to 
look down, all eyes being lowered to look 
as near the floor as possible. This also must 
be done with the head perfectly still. They 
remain thus for five seconds. 

Having repeated the exercise twice the 
children should be allowed a short period of 
rest. 

The exercise may be repeated six times 
at one session. 



169 



SENSE TRAINING 



LESSON XLVI 

MATERIAL 

12 Inch Pieces of Thin Wood 
Painted Red, Blue and Yellow 
These should be cut into squares, oblongs and 
circles, and each divided irregularly into two sec- 
tions. 

Seat children at a low table for this exer- 
cise. 




Each child receives four pieces; for ex- 
ample, two pieces of red, which, when cor- 
rectly placed together, form a red circle, and 
two pieces of blue, comprising a blue square. 
The next child may have two yellow pieces 
forming a yellow circle, and two red pieces 
forming a red oblong. 

170 



WEIGHT SERIES 
VI 



SENSE TRAINING 



The object of the lessons in Series VI is 
to develop and strengthen: 

Discrimination in weight. 
Discrimination in size. 
Memory. 
Concentration. 
Sense of touch. 



173 



SENSE TRAINING 



LESSON I 



MATERIAL 



Two Boxes of Exact Size, Shape and Color 

Weighing 16 and 4 Ounces respectively 

Convenient Size to Handle 



Teacher should take the boxes and give 
both of them to each child in class in turn. 
The child should hold the heavy box in one 
hand and the light box in the other hand. 

By holding the two boxes, one in each 
hand, the child will be enabled to make com- 
parison in weight. 

This exercise should be continued for 
several sessions, the teacher asking no ques- 
tions as to difference in weight. 



175 



SENSE TRAINING 



LESSON II 

MATERIAL 

Two Boxes of Exact Size, Shape and Color 

Weighing 16 and 4 Ounces respectively 

Convenient Size to Handle 

Children stand in a half-circle. 

Teacher passes the sixteen-ounce box 
to each child in class, afterward telling them 
that the box is heavy. Have the children 
repeat the word "heavy" several times in 
unison. 

Then take the four-ounce box, pass that 
also around the class and tell the children 
the box is light. Have them repeat the word 
"light" several times in unison. 



176 




Articles of Everyday Use Are Best for Sense Training 



SENSE TRAINING 



LESSON III 



MATERIAL 



Two Boxes of Exact Size, Shape and Color 

Weighing 16 and 4 Ounces respectively 

Convenient Size to Handle 

Teacher should take the two boxes to the 
first child in class, giving him one in each 
hand. 

The child should hold the boxes for a few- 
seconds, that he may have time to make com- 
parison in weight. Teacher then asks for 
the heavy box, and the child should hand her 
the sixteen-ounce box. Then pass to the 
next child and ask him for the light box. 

Continue the exercise in this way, asking 
one child to give the heavier box, and one 
the lighter. 



177 



SENSE TRAINING 



LESSON IV 

MATERIAL 

Four Boxes of Exact Shape, Color and Size 

Weighing 16, 8, 4 and 2 Ounces respectively 

Convenient Size to Handle 

Have the children seated quietly. Place 
the boxes on a table in front of the class. 
Mark four chalk squares on the floor where 

all the children may readily see them. Call 
upon a child, have him pick up the boxes, 
and, according to weight, place them in the 
squares, the heaviest in the first square and 
the others in their order, according to size. 



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SENSE TRAINING 



LESSON V 

MATERIAL 

Four Boxes of Exact Shape, Color and Size 

Weighing 16, 8, 4 and 2 Ounces respectively 

Convenient Size to Handle 

Have the children seated in class. Place 
the boxes in a row on table in front of the 
class. 

Call upon a child to perform. After 
blindfolding him, have him pick up the 
boxes and place them in a row on the table 
according to their weight, the heaviest one 
first, the lighter one next, and so on. 

Continue exercise in this way calling up- 
on the children in turn to perform. 



179 



SENSE TRAINING 



LESSON VI 

MATERIAL 

Three Boxes of Exact Shape, Size and Color 

Weighing 16, 8 and 4 Ounces respectively 

Convenient Size to Handle 

Mark three chalk squares on the floor 
directly in front of the class. The squares 
should be made in three sizes, the first ten 
inches on each side, the second twenty-four 
inches on each side and the third thirty- 
inches on each side. 

Have the children seated. Place the 
boxes on a table in front of class and call 
upon a child to perform. 

He should place the four-ounce box in the 
ten-inch square, the eight-ounce box in the 
twenty-four-inch square and the sixteen- 
ounce box in the thirty-inch square. 

Do not correct a child should he place 
the boxes in the wrong squares. Continual 
practise may in time develop this latent 
sense, while correction will be apt to create 
confusion in the mind of the child. 



180 



HANDWORK-OCCUPATION 

SERIES VII 



SENSE TRAINING 



The object of the lessons in Series VII is 
to develop and strengthen: 

Sense of sight. 

Concentration. 

Application. 

Co-ordination. 

Handwork. 

Color. 

Sense of touch. 

Idea association. 

Useful activity. 

Form. 

Command. 



183 



SENSE TRAINING 



LESSON I 

Newspapers Waste Basket 

Children are seated in a semi-circle on 
small chairs. 

Tear or cut a newspaper into pieces not 
less than two inches in length. After plac- 
ing a waste basket at hand, scatter the paper 
on the floor in front of the class. 

On command the children should leave 
their seats, pick up the paper, and put it into 
the basket. 

When all the paper is picked up, give the 
command for children to return to their 
seats. 



185 



SENSE TRAINING 



LESSON II 

MATERIAL 

Peg Boards (10-inch square) 
Wooden Pegs of Assorted Colors 

Have children seated at a table. Give 
each child a board and twenty pegs of one 
color. 

Children should put their pegs into the 
holes on the boards. When a child has 
put twenty pegs into the board, give him 
another twenty pegs of a different color. 

This exercise should not be continued for 
longer than eight minutes. 



186 



SENSE TRAINING 



LESSON III 

MATERIAL 

Wooden Button Moulds (about V/$ in. in diam.) 

Bright Red, Blue and Yellow 

Bright Colored Cords with Long Metal Tags 

Have children seated at a low table. Give 
each child one string and twelve moulds of 
one color. 

When children have finished stringing 
these moulds give them twelve moulds of 
another color. 

This exercise should not be continued any- 
longer than eight minutes. 



187 



SENSE TRAINING 



LESSON IV 

MATERIAL 
Newspapers or magazines cut into long strips 
two inches in width; waste basket. 

Children are placed in a circle with two 
feet of space between each child. 

Place the basket in the center of the circle, 
and give each child several strips of paper* 

On command the children tear their paper 
into small pieces and throw it inside the 
circle. When all of the paper is torn up, 
children stand in position, waiting for the 
second command. 

Children pick up the paper from the floor, 
and place it in the waste basket. When this 
command is obeyed the children again stand 
in position. 

Children then quietly take their seats. 

To gain the desired results it is essential 
that the above commands should be given, 
and carried out with order and precision. 



188 



SENSE TRAINING 



LESSON V 

MATERIAL 

Bright Colored Wooden Beads of Various Shapes 

Bright Colored Strings with Metal Tips 

Have children seated at a low table. Give 
each child one string and two dozen beads 
of assorted colors. Each child should 
thread the beads on the string. 

When one child has finished stringing 
beads, give him more immediately. To have 
a child sit idle invariably creates trouble. 

This exercise should not be continued any 
longer than eight minutes. 



189 



SENSE TRAINING 



LESSON VI 

MATERIAL 

8-inch Squares of Firm White Paper 

Have the children stand around a table 
that all may be able to follow just what the 
teacher is doing. 

Teacher should take one square of paper 
and fold it in half; each child folds his square 
of paper in exactly the same way. Then 
teacher should fold the paper diagonally 
from one corner to the opposite corner, and 
children do likewise with their paper. 

Two folds will be quite sufficient to start 
this exercise. As the children improve, more 
folds may be attempted. 



190 



SENSE TRAINING 



LESSON VII 

MATERIAL 

Cardboard Sewing Cards (6^4 x 8^4 inches) 
Various Colored Laces with Strong Metal Tags 

Have the children seated in a half-circle. 
Give each child one card and one lacing. 

Instruct the children in the simple outline 
stitch. Do not urge the child to follow the 
design, the hand training involved in thread- 
ing the lacing in and out the card is all that 
is required in this exercise. 

The above exercise should not be con- 
tinued for a longer period than ten minutes. 



191 



SENSE TRAINING 



LESSON VIII 



For this exercise a straight line is drawn 
upon the floor. 

Children stand with feet together on the 
line. 

It is advisable for the teacher to unfasten 
the bow on each child's shoe before the ex- 
ercise begins, as they are apt to pull their 
laces into innumerable knots, thereby caus- 
ing much confusion. 

At command, children should sit on floor 
and take off one shoe. When this is done, 
teacher tells them all to put shoes on again 
and see who can get them laced first. 



192 



SENSE TRAINING 



LESSON IX 

MATERIAL 
Small Scissors Colored Paper 

Have the children seated at a table. Give 
each child a pair of scissors. 

Teacher should cut the paper into oblong 
pieces, and give one piece to each child. 

Instruct children the way to hold scissors. 

Do not be particular as to the way in 
which paper is cut. Aim to have the chil- 
dren hold the scissors correctly in this first 
cutting exercise. 



193 



SENSE TRAINING 



LESSON X 

MATERIAL 

Small Scissors Stiff White Paper 

Have the children seated at a table. Give 
each child a pair of scissors. 

Draw parallel lines in blue or red crayon 

on the paper. Give one piece of the paper 

to each child and have her cut on the paral- 
lel lines. 

Ten minutes is sufficient length of time 
for this exercise. 



194 



SENSE TRAINING 



LESSON XI 

When children are quietly seated, place 
three chairs in front of class and call upon 
three children to perform. 

The hat and coat belonging to each child 
is placed upon one of the chairs. Each child 
picks out the chair containing his own hat 
and coat. Children then put them on and 
fasten them; the object being to see who can 
first accomplish the task successfully. They 
should then take off the hat and coat, place 
them on the chairs and return to their seats. 

These coats and hats are removed and 
three others put in their places, the children 
owning these clothes being called upon to 
repeat exercise. 

When the children have learned to put on 
hats and coats, gloves, rubbers and other art- 
icles of wearing apparel may be added. 



195 



SENSE TRAINING 



LESSON XII 

MATERIAL 
Small Scissors Stiff White Paper 

Have the children seated at a table. Give 
each child a pair of scissors. 

Teacher should cut the paper into ten- 
inch squares and draw across it several 
curved parallel lines. 

Give one piece of paper to each of the 
children and have them cut directly on the 
curved lines. 



196 



SENSE TRAINING 



LESSON XIII 

MATERIAL 

Small Scissors Stiff White Paper 

Have the children seated at a table. Give 
each child a pair of scissors. 

Teacher should draw simple geometrical 
forms. The size of the paper being twelve 
inches by six inches; three forms will be 
sufficient on each piece of paper. For ex- 
ample, a square, oval and a triangle. 

Give one piece of paper to each of the 
children and have them cut out the forms. 



197 



SENSE TRAINING 



LESSON XIV 



Place six chairs in front of class. Call up- 
on six children to sit in these chairs. 

Call upon six other children to kneel in 
front of those who are seated and have them 
unlace one shoe of each child; they should 
then lace it up again. 

Do not attempt to teach children to tie 
the laces into bows until they can accom- 
plish the lacing successfully. 



198 



SENSE TRAINING 



LESSON XV 

MATERIAL 

Small Cardboard Tablets of Assorted 
Forms and Colors 

Children should stand around the table. 
Give each child two dozen tablets of assorted 
color and form. 

Teacher will pick out one tablet and give 
to each child. Do not give tablets of similar 
color to children standing next each other. 

Children should pick out duplicates of 
the tablet given them, and place them in a 
neat row side by side on the table. 

When a child has finished picking out 
tablets of one color, he should then start a 
row of another color. 

Continue exercise in this manner. 

The time for this exercise should not ex- 
ceed ten minutes. 



199 



SENSE TRAINING 



LESSON XVI 



MATERIAL 

Wooden Button Moulds (1%-inch in diam.) 

Bright Red, Blue, Yellow and Green 

Strings of Assorted Colors with Long Metal Tags 

Have the children stand around the table. 

Give each child one string and about four 

dozen moulds of assorted colors. 

Children should string their button 
moulds, keeping the different colors in order. 
For example, the red button moulds should 
all be strung together, the blue together, 
and so on with the others. 

Ten minutes is sufficient length of time 
for this exercise. 



200 



SENSE TRAINING 



LESSON XVII 



MATERIAL 



Peg Boards (6-inch square) 
Wooden Pegs in Bright Assorted Colors 

Place same number of boards on the table 
as there are children taking part in the 
exercise. Give five or six dozen pegs to 
each child. 

Teacher should stand at the table and 
have board and pegs in such a position, that 
all the children can readily see her board. 

Place pegs of one color in a straight line 
along the top of the board and have children 
do likewise on their boards. 

On the second line place pegs of another 
color and continue exercise in this manner, 
keeping the lines of color uniform, until the 
board is filled. 



201 



SENSE TRAINING 



LESSON XVIII 

MATERIAL 
Square Peg Boards Assorted Colored Pegs 

Seat children at a table and give to each 
a board and a box of pegs. 

Instruct children to peg their boards as 
follows: 

Make a complete square of red pegs, using 
outside square of holes. 

Make a complete square of blue pegs, 
inside red. 

Make a complete square of green pegs. 

Make a complete square of yellow pegs. 

Make a complete square of purple pegs. 

Since each board has ten holes on each side 
there will be five squares. 

The colors may be changed occasionally, 
introducing orange and purple in turn. 



202 



SENSE TRAINING 



LESSON XIX 

MATERIAL 

Tissue Paper in Assorted Colors 
"Busy" Work Boxes 

Have children seated at a table. Give 
each child about two dozen squares of 
paper, assorted in color, and one busy work- 
box. 

Teacher should cut the paper into one- 
inch squares. 

Children should then roll each piece of 
paper separately into a tiny ball between the 
thumb and forefinger, afterward placing the 
balls in a box. 

Ten minutes is sufficient length of time 
for the above exercise. 



203 



SENSE TRAINING 



LESSON XX 

MATERIAL 

10-inch Square Boards 

Bright Colored Wooden Pegs 

Place the boards around a table. Give 
each child one board and about three dozen 
pegs. 

Teacher should stand at table with chil- 
dren and make a design for them to imitate. 

Pick out pegs of one color and make a 
square with five pegs on each side. 

Allow children to use pegs of any color 
they wish, providing they do not mix the 
colors in one design. 

Should a child make a square with more 
or fewer than five pegs on a side, do not 
correct him; form is of more importance 
than number at this stage of training. 

Teacher should then choose pegs of an- 
other color and make a triangle for children 
to imitate. 

Other simple designs may be made in the 
same way. 

204 



SENSE TRAINING 



LESSON XXI 

MATERIAL 
Large Peg Boards Pegs of Assorted Colors, 

Seat children at either desks or a table 
and give to each a board and a box of pegs. 

Teacher writes the figure I plainly upon 
the blackboard and says : 

"Children put one row of red pegs in your 
board." 

When this is accomplished teacher writes 

2 on the blackboard, saying: 

"Children put two rows of blue pegs in 
your board." 

Exercise is continued by teacher writing 

3 upon the board and having children put 
three rows of yellow pegs in their boards: 
and finally by figure 4, meaning children are 
to place four rows of green pegs in their 
boards. 

Children should repeat the number in 
unison each time it is written on board. 



205 



SENSE TRAINING 



LESSON XXII 

MATERIAL 

Small Cardboard Tablets of Assorted 

Colors and Forms 

The children should stand around a table. 
Give each child two dozen tablets of different 
colors and forms. 

Teacher should form the outline of a tri- 
angle with green circles and red squares, al- 
ternating the colors throughout the design. 

The children should imitate the design in 
any two colors they wish. 

Teacher will continue the exercise in this 
way, making simple designs for the children 
to imitate. 

The designs may be made more difficult 

as the children improve. 



206 



SENSE TRAINING 



LESSON XXIII 

This game is suitable only m woods or 
groves where there may be small, dry sticks. 

Children search for sticks. 

When sticks are gathered children sit on 
the ground in a semi-circle, each child hav- 
ing a dozen or more sticks with which to 
work. 

Teacher sits in front of class and, using 
sticks somewhat larger than the children 
have, makes a simple pattern for them to 
copy. 

The pattern should be made slowly allow- 
ing the children to work with her. As one 
stick is laid by the teacher, one stick may be 
laid by the children. Patterns must be very 
simple to start with, and may be square, ob- 
long, or alphabetic letters such as A, T, E, 
V, H, etc. 

When children have learned to put their 
sticks together in following a simple pat^ 
tern, more difficult patterns may be used. 



207 



SENSE TRAINING 



LESSON XXIV 



MATERIAL 



Cardboard Sewing Cards (6^4 x 8% inches) 
Laces of Various Colors with Strong Metal Tags 

Have the children quietly seated. Give 
each child one card and one lacing. 

The children having learned in a previous 
exercise the simple outline stitch, teacher 
should now have the child fill in the design. 

This exercise should not be continued for 
a longer period than ten minutes. 



208 



SENSE TRAINING 



LESSON XXV 

MATERIAL 
12 Inch Pieces of Thin Wood. 
Painted Red, Blue or Yellow. 

These should be cut into square, oval, 
circle, and diamond shape, and each divided 
irregularly into three sections. 

Children stand at a table. 

Each child is given six pieces, with which 
he should make two complete forms. 

Example: Three yellow pieces forming 
an oval, and three green pieces forming a 
diamond. 




209 



SENSE TRAINING 



LESSON XXVI 

MATERIAL 

Small Scissors "Busy" Work Boxes 

Brightly Colored Tissue Paper 

Have the children seated at a table. Give 
each child a pair of scissors, and several 
strips of paper, assorted in color. 

Cut the paper into strips, one inch in 
width. 

The children should cut the paper into 
pieces about one inch in length, and after- 
ward roll each piece into a tiny ball between 
thumb and forefinger. When the balls are 
made the children should put them into the 
boxes. 



210 



SENSE TRAINING 



LESSON XXVII 

Procure sewing cards stamped with letters 
in alphabetical order. 

Perforations should be made on the letters 
half an inch apart. 

Bright colored strings with long metal 
tags are to be used, for lacing. 

In a previous lesson the children learned 
to use the laces. 

Give to each child a letter A card and a 
lacing string. 

Now mark the letter A upon the black- 
board in script and in print, duplicating the 
letter as it is perforated upon the card, only 
very much larger; next draw an apple close 
to the letters. 

Children now repeat in unison: "A is for 
apple." They then lace their cards, form- 
ing the letter A. 

B card is used for the following lesson. 
Teacher marks the letter on the board and 
in place of the apple a book is drawn. Chil- 
dren say, "B is for book" and lace their cards. 
Repeat exercise in this way, using a familiar 
associate object in connection with each let- 
ter as it is taught. 



211 



SENSE TRAINING 



LESSON XXVIII 

MATERIAL 

Small Tissue Paper Balls 

(As made in Lesson XIX) 

"Busy" Work Boxes 

We taught the children in Lesson XIX 
to roll tissue paper balls and in Lesson 
XXVI to cut and roll paper balls. We 
now instruct them how to use the paper balls 
which they have cut and rolled. 

Have the children seated at a table. Give 
each child a box and a handful of paper balls 
of assorted colors. 

Have the children pick out balls of one 
color and place them in their boxes. 

This exercise is valuable in training the 
muscles of the fingers for handwork exer- 
cises. 



212 



SENSE TRAINING 



LESSON XXIX 

MATERIAL 
Oilcloth Weaving Mats (7x7 ins.), slits 1 inch wide 

Wooden Splints 
Both Splints and Mats in Bright, Assorted Colors 

Have the children seated at a table. Give 

each child one mat and twelve splints of one 

color- 
Stand at the table with the children, and 

instruct them carefully, in the first principles 

of weaving. 



213 



SENSE TRAINING 



LESSON XXX 

MATERIAL 

Wooden Peg Boards (6 inches square) 

Wooden Pegs of Assorted Colors 

Children stand around a table. Each 
child should have a board and about five 
dozen pegs of assorted colors. 

Teacher should draw a very simple design 
on the blackboard, such as a maltese cross, 
outline of a table, a chair, or a picture frame; 
these, and many other simple designs, will 
be found suitable and attractive for the child 
to imitate at this stage of the training. 

With the pegs and their boards, children 
should imitate, to the best of their ability, 
the design that is drawn by the teacher. Two 
or three different colors may be used in one 
design, but only in the order designated by 
the teacher. 



2U 



SENSE TRAINING 



LESSON XXXI 

Children sit in a half circle on the ground 
and each child gathers a small pile of stones. 

Teacher takes a pointed stick and draws 
a triangle in the soft earth in front of each 
child: the children then place their stones, 
one at a time, closely together on the lines, 
forming a triangle of stones. 

Children then make a square, oval, circle, 
or any simple form the teacher chooses. 

Note. — If this game is played with chil- 
dren who are learning their letters and num- 
bers, teacher should draw different numbers 
and letters, and let them fill in the lines with 

stones. 



215 



SENSE TRAINING 



LESSON XXXII 

MATERIAL 

Twelve-inch pieces of thin wood forming ovals, 
squares, diamonds, oblongs, circles; and triangles 
of red, blue, yellow, purple, orange and green color. 
Each form should be cut into five irregular pieces. 

Children stand at a table. 

Each child is given fifteen pieces, compris- 
ing three complete geometrical designs when 
correctly put together. Each of the three 
forms given to one child should differ in color 
and shape. 





216 



SENSE TRAINING 



LESSON XXXIII 

Procure sewing cards stamped with fig- 
ures, i, 2, etc., and perforated for lacing. 

Bright colored strings with long metal 
tags are used for lacing. 

In the first lesson give to each child the 
No. i card and a lacing string. 

Teacher writes the figure i on the board 
and places upon a table near the board one 
bright colored ball* Children now say in 
unison "One ball" and lace their cards. 

In the next lesson children are given card 
No. 2. Write the figure 2 on the board and 
place two bright colored balls on the table. 
Children count the balls in unison as teacher 
lifts them from the table: "One, two." 

Continue exercise in this way, using 
higher numbers and adding accordingly the 
number of balls. 



217 



SENSE TRAINING 



LESSON XXXIV 

i. Teacher takes ten-inch squares of 
paper and draws parallel lines in colored 
pencil right across paper. 

Children cut directly on colored lines. 

2. Teacher takes ten-inch squares of 
paper and draws curved parallel lines in 
colored pencil right across paper. 

Children cut directly on curved lines. 

3. Teacher makes very simple geomet- 
rical forms on drawing paper. The paper 
should be about ten by four inches in size. 
Three forms would be sufficient on each piece 
of paper; for example, square, oval and tri- 
angle. 

4. When a child has successfully passed 
the preceding exercises in paper cutting, he 
will be ready to take up very simple picture 
cutting. Choose pictures that are clear in 
outline and have very little detail. 



218 



SENSE TRAINING 



LESSON XXXV 

MATERIAL 

Small Scissors Paper 

Each child is given a* pair 01 scissors. 

Cut paper into oblong pieces and give each 
child one piece. 

Instruct the children the correct manner of 
holding scissors. 

Do not be particular as to way in which pa- 
per is cut; aim to have child hold scissors 
correctly. 

Colored paper is to be preferred in this 
exercise. 

Children should be seated on small chairs 
around a kindergarten table; if possible, have 
three feet of space between each child, they 
will then concentrate more reajiily than when 
seated close together. 



219 



SENSE TRAINING 



LESSON XXXVI 

MATERIAL 

Ten Cardboard Squares (size 2^4 inches), contain- 
ing in bold black type numbers 0, 1, 2, 3, 
4, 5, 6, 7, 8, 9, for each child 
Pegs of following colors: Red, Blue, Yellow, 
Green, Orange, Purple 
Large Peg Boards 

Children are seated at small table or desks. 
Each child is given a board, a box of pegs 
and a series of cardboard numbers. 

Children should peg their boards in re- 
sponse to teacher's order: 

"Two lines of red pegs." 

The two lines of red pegs are placed in the 
board and the card bearing the figure 2 is 
laid on the table at the head of the two lines. 

At the order: "Five lines of orange pegs,"' 
children proceed as above, only placing the 
orange pegs in five lines and laying the No. 
5 card on the table immediately above the 
board. 

Continue exercise in this manner, calling 
for the placing of different numbers and 
colors. 

220 



SENSE TRAINING 



LESSON XXXVII 

MATERIAL 

Ten Cardboard Squares (size 2^4 inches), contain- 
ing in bold black type numbers 0, 1, 2, 3, 
4, 5, 6, 7, 8, 9, for each child 
Pegs of following colors: Red, Blue, Yellow, 
Green, Orange, Purple 
Large Peg Boards 

Each child receives one board, one box of 
pegs and a series of cards containing 
numerals. 

Instruct children to peg boards and place 
cards as follows: 

Space on board, No. o card below. 

One red peg, No. i card below. 

Two blue pegs, No. 2 card below. 

Three yellow pegs, No. 3 card below. 

Four green pegs, No. 4 card below. 

Five orange pegs, No. 5 card below. 

Six purple pegs, No. 6 card below. 

Seven red pegs, No. 7 card below. 

Eight blue pegs, No. 8 card below. 

Nine yellow pegs, No. 9 card below. 

This will make a complete triangle of pegs 
on the board and proves an attractive and 
instructive exercise. 



221 



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